As a Special Education and English Learner teacher at my Washington DC school, I have spent a career working with students who find the act of reading to be an exercise in endurance rather than exploration. In my Digital Literacy class, I am the lead teacher for students with significant cognitive disabilities, many of whom … Read more
Intellectual Disability is one of the most personal IDEA categories to teach — and one of the most frequently mishandled. Students with ID have been underestimated, over-prompted, and handed worksheets instead of real instruction for generations. This post is for new teachers who want to do it better. It breaks down what the IDEA definition actually requires, why adaptive behavior matters as much as IQ, and what genuinely effective instruction looks like — including task analysis, systematic prompting, bilingual visual supports, social stories in two languages, and the dignity-centered mindset that changes everything. Because every student with ID deserves a teacher who believes they can grow. Without conditions.
Are you struggling to figure out whether your bilingual or multilingual student needs more time to acquire English — or whether something deeper is going on? You are not alone. Differentiating between language acquisition and a learning disability is one of the most complex challenges in bilingual special education. In this post, I walk you through the key signals, the biggest mistakes educators make, and a practical problem-solution framework for getting it right the first time. Whether you teach in a bilingual classroom, co-teach with a general ed teacher, or are supporting ELL students through an IEP process, this guide gives you the clarity you need to advocate effectively for every child. Let’s dig in.
As a Special Education and English Learner teacher, I used this lesson with students who struggle with reading comprehension and written expression at my Washington DC school. My classroom is a unique hub where the Digital Literacy Academy meets the high-stakes world of workforce preparation. My students—brilliant, resilient young adults with significant cognitive disabilities—are often … Read more
Speech and Language Impairment is often the very first IEP a child receives — sometimes as early as age three — and yet it’s one of the most misunderstood categories by classroom teachers who weren’t trained as speech-language pathologists. This post breaks down the four areas teachers encounter most: articulation disorders, stuttering, and expressive and receptive language impairment. It’s written the way I’d coach a new teacher sitting across from me at a planning table — honest, practical, and grounded in what actually works in real classrooms with real bilingual learners who are navigating language differences on top of language disorders.
There’s this moment that happens in every co-taught classroom I’ve ever been in. The general education teacher is delivering a beautifully planned lesson—clear objectives, engaging content, thoughtful pacing. But I’m watching my students with IEPs and my English learners, and I can literally see them checking out. Eyes glazing over. Fidgeting increasing. That defeated slump … Read more
I remember the first time I sat in an IEP meeting for a student who was a “dual-identified” learner—new to English and identified with a significant cognitive disability. The room was divided. The ESL teacher spoke about language acquisition stages, while the special education team focused on processing deficits. I sat there thinking, “We are looking … Read more
As a Special Education and English Learner teacher at my Washington DC school, I have spent a career working with students who find the act of reading to be an exercise in endurance rather than exploration. In my Digital Literacy Academy, I am the lead teacher for students with significant cognitive disabilities, many of whom … Read more
I remember sitting in an initial evaluation meeting early in my career, looking at a young girl who had just moved to the country six months prior. The data showed she was struggling with reading and followed almost no verbal directions. The team was ready to label her with a “Specific Learning Disability.” But something … Read more
As a Special Education and English Learner teacher, I used this lesson with students who struggle with reading comprehension and written expression at my Washington DC school. In my role as the Digital Literacy Academy lead, I often see students who are essentially “information-blind” when they look at a complex page of text. For a … Read more
