Abstract
Multilingual learners with disabilities comprise an important population of diverse students that need to be empowered with accessible instructional and assessment materials on their pathways to college, career, and community readiness. These students require integrated supports for both language- and disability-related needs. Conventional approaches to accessibility often fall short in addressing the diverse linguistic, cognitive, and cultural needs of multilingual learners with disabilities. This article examines the intersection of digital accessibility and principles of universal design to create more inclusive and equitable educational environments for these students. Universal design provides a flexible framework that accommodates diverse learning needs by offering multiple means of engagement, representation, and expression. The principles of accessibility have evolved to include linguistic, cognitive, and sensory needs, which are critical for multilingual learners with disabilities. By leveraging digital tools aligned with Web Content Accessibility Guidelines (WCAG), educators can remove barriers to learning and assessment. Additionally, incorporating culturally relevant pedagogy into support systems for multilingual learners with disabilities fosters a more inclusive and affirming learning experience for these students, recognizing their unique cultural identities. The article offers considerations for various interest holders who serve multilingual learners with disabilities and advocates for the co-creation of digital resources by students, educators, and developers to ensure they meet real-world accessibility challenges. Advancements in artificial intelligence are considered as well, as they offer new possibilities for personalized learning experiences that support linguistic diversity and accessibility. By addressing the complex needs of multilingual learners with disabilities through proactive accessibility strategies, educators can create classrooms that are not only legally compliant but also equitable, culturally responsive, and empowering for all students. This approach is essential for dismantling barriers and fostering the academic success and social inclusion of multilingual learners with disabilities.
Plain Language Summary
Multilingual learners with disabilities are students who have unique needs in school. They need support not only for learning English but also for their disabilities. This article looks at how digital accessibility and universal design can help create better learning environments for these students. Universal design is a flexible way of teaching that works for all students. It uses different methods to engage, represent, and express ideas so that every student can learn. Multilingual learners with disabilities need lessons that support both their language and disability needs. Digital tools that follow the Web Content Accessibility Guidelines (WCAG) help make this possible by removing barriers to learning. Culturally relevant pedagogy is also important. This teaching method helps students feel included by understanding their cultural characteristics. Teachers can use both universal design and culturally relevant teaching. As a result, they create classrooms that are more welcoming and effective for all students. The article discusses how students, teachers, and test developers can work together. Through this collaboration, they can create digital tools that meet real-world accessibility needs. By including students in this process, we can ensure these tools reflect their needs and help them succeed. The goal of this approach is to create classrooms that are not only accessible by law but also fair and empowering. This makes learning better for multilingual learners with disabilities. They receive the tools and support they need to succeed in school and beyond.
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Recommended Citation
Shyyan, Vitaliy; Christensen, Laurene; and Chauhan, Swati V.
()
"Where Digital Accessibility Meets Universal Design: Transforming Classrooms for Multilingual Learners with Disabilities,"
Developmental Disabilities Network Journal: Vol. 5:
Iss.
1, Article 5.
DOI: 10.59620/2694-1104.1115
Available at:
https://digitalcommons.usu.edu/ddnj/vol5/iss1/5
Included in
Accessibility Commons, Bilingual, Multilingual, and Multicultural Education Commons, Educational Assessment, Evaluation, and Research Commons, Language and Literacy Education Commons, Social Justice Commons