Hi Irene!
I really like what you said about the way the authors push back on the idea that bilingualism becomes a "risk factor" the moment disability enters the picture. That point hit me too, especially because I've seen teams assume that home language use will somehow "confuse" a multilingual student with an IEP. Padia, Cioe-Pena and Phuong made me rethink how often the label, rather than the learner, drives decisions, and how easy it is for programs to default to English-only interventions, even when they don't match the student's profile.
Your insights on multimodality stood out to me. I like how in our field placement, whenever the students learn a new word/phrase, Teacher Lucinda encourages them to write the word/phrase, write their translations (or close words/definitions in their languages) and draw pictures. I noticed how comfortable the students were, not having to be forced into one mode. The TrUDL model approach helps name this instinct: planning for linguistic flexibility and disability-related access at the same time, not as separate tracks. This framing feels actionable in ways I haven't seen in other models.