Introduction to bi- and multilingual opportunity to learn for students with disabilities

Abstract

In this introduction to the special issue, we offer a conceptualization of bi- and multilingual opportunity to learn for children with disabilities in K–12 schools. Drawing upon the empirical articles featured in this special issue, we argue that bi- and multilingual opportunity to learn requires three essential components: (a) initial access to bilingual programs, (b) authentic access to bilingual learning, and (c) affirming beliefs about the capabilities of children with disabilities. When these three components are present in the education of multilingual children with disabilities, they are afforded learning environments and pedagogical practices that nurture their bi- and multilingual, academic, and socioemotional development.

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