Finding the Golden Thread for Multilingual Learners With Disabilities 

What if every Multilingual Learner with disabilities had access to coherent, integrated instruction? 

In this webinar, WestEd experts will explore how cross-disciplinary collaboration is the golden thread that supports educators in confidently creating inclusive, cohesive instruction that expands students’ English language skills while deepening their access to grade-level content. Anchored in an Inclusive Pedagogy Framework for students at the intersection of bilingualism and disability, this webinar will dive into the foundation that holds this framework together: collaboration. Collaboration is the essential component for all individuals working with a student, including general educators, English language teachers, and special educators.  

Recognizing the assets of multilingualism, collaborative teacher teams including general educators, English language teachers, and special educators work together in instructional planning and decision-making to ensure that all students at the intersection of bilingualism and disability can access grade-level content. 

Participants will leave with concrete strategies and resources for cross-disciplinary collaboration and instructional planning that address both the language and learning needs of Multilingual Learners with disabilities. 

Who Should Attend?

• K–12 general and special education teachers 
• English language development teachers 
• Dual language program teachers 
• Intervention staff 
• School administrators 
• District administrators, including special education and ESL leaders  

Session Discussion Topics

• The Inclusive Pedagogy Framework  
• The Foundational Role of Cross-Disciplinary Collaboration  
• Resources and Tools to Support Collaborative Practices 

Featured Speakers

Silvia Lenhof DeRuvo has been committed to supporting students with disabilities and other struggling learners throughout her career in education of more than 40 years. DeRuvo, a daughter of refugees and an English Learner, recognizes the cultural difficulties of being a Multilingual Learner. As a primary author of several state guidance documents on Multilingual Learners with disabilities, DeRuvo recognizes the need for policies and practices that drive instruction, ensuring access to grade-level content for all learners.

Gabriela Mottesi Day brings extensive expertise in supporting state education agencies, districts, and educators in improving outcomes for Multilingual Learners with disabilities. Her work spans professional learning design, research evaluation, data analysis, and technical assistance focused on strengthening educational access through evidence-based policy and practice. A former special education teacher in Denver Public Schools, Mottesi Day’s practice is rooted in collaboration, community voice, and research-informed design. Driven by the belief that lasting change begins by centering the voices and needs of those closest to the classroom, Mottesi Day is committed to creating solutions that are both practical and grounded in real-world contexts.