New Model Policy Aims to Equip Teachers to Serve Multilingual Students with Disabilities
IDRA released a new model policy to help states establish bilingual special education teacher certification programs. The free package includes model legislation, research and advocacy tools to improve services for multilingual students with disabilities.
Key Takeaways
- More than 830,000 multilingual students with disabilities attend U.S. public schools, but teachers often lack training to address both language development and disability.
- Texas approved an integrated bilingual special education teaching certificate in 2021. IDRA urges the other 49 states to establish similar certification programs.
- IDRA’s new model policy provides a roadmap for states to create research-based bilingual special education teacher certification programs.
- The free policy package includes model policy language, a policy brief, implementation timeline, key research and an advocacy guide.
Resource from the Intercultural Development Research Association (IDRA), a nonprofit advancing education equity.
(October 19, 2026) IDRA released today our newest model policy package to help states establish bilingual special education certification programs.
“Across the country, every child – regardless of disability or home language – should have a full and fair opportunity to learn,” said IDRA President and CEO Celina Moreno, J.D. “With IDRA’s latest model policy, educators and community leaders can help their states take meaningful action to appropriately serve bilingual students with disabilities.”
Over 830,000 multilingual students with disabilities are in U.S. public schools. But states lack the policies, preparation programs and resources needed to serve these students effectively. As a result, schools struggle to correctly identify multilingual students with disabilities, often delaying services for years. Teachers are left to serve these students without adequate training.
“As a bilingual educator and mother of emergent bilingual students with disabilities, I know too well that families are sometimes forced to choose between language support and special education services,” said Lizdelia Piñón, Ed.D. IDRA’s bilingual education specialist. “This is often a forced choice that violates the civil rights of our children.”
The consequences are significant. Multilingual students with disabilities experience lower academic outcomes, higher dropout rates and lower graduation rates than their peers. It doesn’t have to be this way.
In 2021, Texas became the first and only state to approve an integrated bilingual special education teaching certificate to prepare educators to address the intersection of language development and disability.
IDRA has been contributing throughout the state’s implementation process by convening bilingual special education professionals and serving on the state advisory committee as it established standards and now creates the corresponding teacher certification exam. Texas is expected to launch the certification exam no later than 2029. IDRA urges the nation’s 49 other states to follow this example.
IDRA’s Bilingual Special Education – IDRA Model Policy package provides a template for policy language for states to adopt a research-based teacher certification program. The package also includes a policy brief, implementation timeline, key research and an advocacy guide. The package is available free at the IDRA SEEN Model Policy Shop. In the face of laws and school board actions that harm students, IDRA developed a free model policy shop for students, families, educators and communities passionate about ensuring educational equity to prepare students for a strong future.
Dr. Piñón presented last week as a panelist for an Education Week webinar, How Can School Districts Better Support English Learners with Disabilities? Watch replay
For more information, contact Chloe Latham Sikes, Ph.D., at chloe.sikes@idra.org.
More resources and tools are on IDRA’s SEEN website at https://idraseen.org.
Media contact: Thomas Marshall III, M.Ed., thomas.marshall@idra.org.
FAQs
What is bilingual special education teacher certification?
Bilingual special education teacher certification prepares educators to serve students who are learning in more than one language and have disabilities. It integrates training in bilingual education, language development and special education so teachers can address students’ linguistic and disability-related needs.
Why do states need bilingual special education teacher certification programs?
More than 830,000 multilingual students with disabilities attend U.S. public schools. Many teachers lack specialized preparation to distinguish language development from disability-related learning needs and provide appropriate instruction. Without adequate educator training and resources, students may experience delayed identification, inappropriate services and reduced educational opportunities.
Which states have bilingual special education teacher certification?
Texas became the first state to approve an integrated bilingual special education teaching certificate in 2021. The state is developing its certification examination, which is expected to launch no later than 2029. IDRA is urging the other 49 states to establish similar certification programs.
What is included in IDRA’s bilingual special education model policy package?
IDRA’s free Bilingual Special Education Model Policy package includes model state policy language, a policy brief, an implementation timeline, key research and an advocacy guide. These resources help policymakers, educators and advocates establish research-based teacher certification programs that address the needs of multilingual students with disabilities.
Where can states find a model policy for bilingual special education certification?
States can access IDRA’s free Bilingual Special Education – IDRA Model Policy package through the IDRA SEEN Model Policy Shop. The resources are designed to help states develop and implement integrated teacher certification programs.
