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Promoting Access to Dual Services for Rural Multilingual Learners with Disabilities

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Title: Promoting Access to Dual Services for Rural Multilingual Learners with Disabilities
Language: English
Authors: Melissa J. Cuba (ORCID 0000-0003-1011-1268), Sara E. N. Kangas
Source: Rural Special Education Quarterly. 2026 45(2):114-126.
Availability: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 13
Publication Date: 2026
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Students with Disabilities, Multilingualism, Rural Areas, Barriers, Access to Education, Equal Education, Multi Tiered Systems of Support, Inclusion, Team Teaching, Faculty Development, Family Involvement, Interdisciplinary Approach, Special Education, Student Needs, English Learners
DOI: 10.1177/87568705261438369
ISSN: 8756-8705
2168-8605
Abstract: Multilingual learners with disabilities are an increasingly visible population in rural U.S. schools, yet they often face systemic barriers to accessing the dual services--language development and special education--they are legally entitled to receive. This article examines how rurality intensifies challenges such as staffing shortages, limited professional development, and geographic isolation, contributing to inequities in identification, instruction, and service provision. Grounded in current research and policy guidance, we offer actionable, equity-centered strategies for rural education stakeholders, including implementation of a multi-tiered system of support, inclusive co-teaching models, cross-training for educators, regional consortia, and meaningful family engagement. We emphasize the role of interdisciplinary collaboration, culturally and linguistically responsive practices, and data-driven decision-making in supporting multilingual learners with disabilities. This work contributes to the growing rural special education knowledge base and underscores the need for innovative, coordinated efforts to ensure educational equity for dually identified students in under-resourced rural settings.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1506401
Database: ERIC
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  Data: Promoting Access to Dual Services for Rural Multilingual Learners with Disabilities
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  Data: <searchLink fieldCode="AR" term="%22Melissa+J%2E+Cuba%22">Melissa J. Cuba</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1011-1268">0000-0003-1011-1268</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sara+E%2E+N%2E+Kangas%22">Sara E. N. Kangas</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Rural+Special+Education+Quarterly%22"><i>Rural Special Education Quarterly</i></searchLink>. 2026 45(2):114-126.
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  Data: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: <searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Multilingualism%22">Multilingualism</searchLink><br /><searchLink fieldCode="DE" term="%22Rural+Areas%22">Rural Areas</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Access+to+Education%22">Access to Education</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Multi+Tiered+Systems+of+Support%22">Multi Tiered Systems of Support</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Team+Teaching%22">Team Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Family+Involvement%22">Family Involvement</searchLink><br /><searchLink fieldCode="DE" term="%22Interdisciplinary+Approach%22">Interdisciplinary Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Education%22">Special Education</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Needs%22">Student Needs</searchLink><br /><searchLink fieldCode="DE" term="%22English+Learners%22">English Learners</searchLink>
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  Data: 10.1177/87568705261438369
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  Data: 8756-8705<br />2168-8605
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  Data: Multilingual learners with disabilities are an increasingly visible population in rural U.S. schools, yet they often face systemic barriers to accessing the dual services--language development and special education--they are legally entitled to receive. This article examines how rurality intensifies challenges such as staffing shortages, limited professional development, and geographic isolation, contributing to inequities in identification, instruction, and service provision. Grounded in current research and policy guidance, we offer actionable, equity-centered strategies for rural education stakeholders, including implementation of a multi-tiered system of support, inclusive co-teaching models, cross-training for educators, regional consortia, and meaningful family engagement. We emphasize the role of interdisciplinary collaboration, culturally and linguistically responsive practices, and data-driven decision-making in supporting multilingual learners with disabilities. This work contributes to the growing rural special education knowledge base and underscores the need for innovative, coordinated efforts to ensure educational equity for dually identified students in under-resourced rural settings.
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        Value: 10.1177/87568705261438369
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      – Text: English
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      Pagination:
        PageCount: 13
        StartPage: 114
    Subjects:
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Multilingualism
        Type: general
      – SubjectFull: Rural Areas
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      – SubjectFull: Barriers
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      – SubjectFull: Access to Education
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      – SubjectFull: Equal Education
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      – SubjectFull: Multi Tiered Systems of Support
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      – SubjectFull: Inclusion
        Type: general
      – SubjectFull: Team Teaching
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      – SubjectFull: Faculty Development
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      – SubjectFull: Family Involvement
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      – SubjectFull: Special Education
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      – SubjectFull: Student Needs
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      – SubjectFull: English Learners
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      – TitleFull: Promoting Access to Dual Services for Rural Multilingual Learners with Disabilities
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