I think it was interesting to consider the intersections of dis/abled and bilingual learners (EMLADs) through this new pedagogical approach, TrUDL (a translanguaging approach to Universal Design for Learning). This framework is especially relevant as students at this intersection are positioned as multilingual and dis/abled separately, without consideration for how these identities interact or may present. As such, these students fall through the "intersectional gap" and may be denied access to "a free and appropriate public education (FAPE)"(Cioè-Peña, Phuong, 2017).
Developing an integrated approach that combines EL teaching and the UDL framework feels like a step in the right direction for bilingual education in terms of access. Considering elements of modality, accessibility, culture, language, race, etc., feels like something all teachers should be doing regardless of whether they have EMLADs in their class.
Having that pre-planning element is important to the curricula and ensuring that all students have access to the lesson and content, but I'm also considering how teachers can continue thinking about and adopting TrUDL when the day-to-day of teaching can be unpredictable. That's why I appreciate the framing of TrUDL as a ToolKit, as I feel like it genuinely takes teachers into consideration by breaking down theories of education into actionable methods that can be adopted in the classroom.
During my field placements for a different class, Special Education, I found that most of the learners in the special education classroom were bilingual/english learners as well. I think this was for a multitude of reasons, including the demographics of the school and the over-representation of linguistic and racial minorities in special education. However, it was interesting to see how non-classroom teachers accommodated these learners, sort of playing the role of and working closely with a student's ESL teacher.
In my observations I noticed some elements of the TrUDL framework, including consideration for multiculturalism, multi-modality, and translanguaging in the classroom. Teachers would structure out different teaching methods into their curricula but also would often have to adapt and switch methods of teaching from textbooks to whiteboards to flashcards if they noticed students learning needs not being met. Additionally, they'd incorporate other languages (mostly Spanish) into their teaching to culturally engage students. Language played a large role in the classroom, as it was a primary tool for not only students, but parents to communicate as well.
Shared language is key in the multi-lingual classroom, and I feel this can be developed through class norms and rituals, as seen at FACTS. Teacher Lucinda has done an excellent job of incorporating shared practices that all students can engage in regardless of spoken language. This includes daily dance breaks and use of American sign language when asking for permissions, universalizing the shared language of the body.