NEW COURSE for Summer 2026: July 6 - August 14
Course Description
This graduate-level course examines the intersection of special education and world language instruction in proficiency-based classrooms. While world language teachers are legally responsible for implementing IEP and 504 accommodations, many receive limited preparation in translating special education policy into communicative instructional practice. This course bridges that gap.
Participants will develop foundational knowledge of IDEA, Section 504, and disability categories most frequently encountered in secondary classrooms. Emphasis is placed on analyzing how cognitive, linguistic, and executive functioning differences intersect with second language acquisition. Through case analysis, IRIS modules, research-based readings, and structured application tasks, participants will examine accommodations, modifications, specially designed instruction, and Universal Design for Learning (UDL) as they apply specifically to interpretive, interpersonal, and presentational tasks.
All coursework is practice-embedded. Participants will adapt real lessons and assessments from their own teaching contexts and culminate the course with the design of an inclusive mini-unit that integrates legal compliance, equitable assessment, and World-Readiness Standards alignment. The course prepares educators to advance equity, access, and rigor in world language education.
Course Objectives
Interpret and apply federal special education mandates (IDEA, Section 504, ADA) within the context of world language instruction.
Analyze the characteristics of high-incidence disabilities (e.g., Specific Learning Disabilities, ADHD, Executive Functioning Disorders, Emotional Disabilities) and explain how these profiles intersect with second language acquisition.
Differentiate between accommodations, modifications, and specially designed instruction, and apply each appropriately in proficiency-based world language classrooms.
Design inclusive lessons using Universal Design for Learning (UDL) principles to reduce barriers in interpretive, interpersonal, and presentational tasks.
Adapt performance-based assessments and grading practices to ensure equitable access while maintaining communicative rigor and alignment to the World-Readiness Standards.
Evaluate instructional practices for compliance and equity, identifying potential exclusionary structures within world language programs.
Collaborate effectively with special education professionals and families to support students with IEPs and 504 plans.
Develop and justify an implementation-ready inclusive mini-unit that integrates legal requirements, research-based instructional strategies, and equitable assessment design.
What Participants Are Saying About This Course
Be the first to share your thoughts!
Course Delivery
Instructor-Facilitated
Online asynchronous (no live sessions) coursework
Weekly learning modules to complete at your own pace
Collaborative discussion boards
Instructor feedback
Optional office hours with the instructor for additional support
Students in an instructor-facilitated course must adhere to the session start and end dates listed on the website. Final coursework must be submitted within one week after the course end date. Course extensions beyond one week are subject to a $50 fee.
Course Access Information
Your Idioma Schoology course invitation will be emailed one week prior to the start of an instructor-facilitated 6-week course. You may access the Idioma Schoology login from the Login > Idioma Schoology Login dropdown menu at www.idiomaconsulting.com.
Required Text
Hardman, M. L., Drew, C. J., & Egan, M. W. (2017). Human exceptionality: School, community, and family (12th ed.). Cengage Learning.
About the Instructor
Kevin Pollicino, Instructor. Read more about Kevin here.
Click here to request a syllabus.
NEW COURSE for Summer 2026: July 6 - August 14
Course Description
This graduate-level course examines the intersection of special education and world language instruction in proficiency-based classrooms. While world language teachers are legally responsible for implementing IEP and 504 accommodations, many receive limited preparation in translating special education policy into communicative instructional practice. This course bridges that gap.
Participants will develop foundational knowledge of IDEA, Section 504, and disability categories most frequently encountered in secondary classrooms. Emphasis is placed on analyzing how cognitive, linguistic, and executive functioning differences intersect with second language acquisition. Through case analysis, IRIS modules, research-based readings, and structured application tasks, participants will examine accommodations, modifications, specially designed instruction, and Universal Design for Learning (UDL) as they apply specifically to interpretive, interpersonal, and presentational tasks.
All coursework is practice-embedded. Participants will adapt real lessons and assessments from their own teaching contexts and culminate the course with the design of an inclusive mini-unit that integrates legal compliance, equitable assessment, and World-Readiness Standards alignment. The course prepares educators to advance equity, access, and rigor in world language education.
Course Objectives
Interpret and apply federal special education mandates (IDEA, Section 504, ADA) within the context of world language instruction.
Analyze the characteristics of high-incidence disabilities (e.g., Specific Learning Disabilities, ADHD, Executive Functioning Disorders, Emotional Disabilities) and explain how these profiles intersect with second language acquisition.
Differentiate between accommodations, modifications, and specially designed instruction, and apply each appropriately in proficiency-based world language classrooms.
Design inclusive lessons using Universal Design for Learning (UDL) principles to reduce barriers in interpretive, interpersonal, and presentational tasks.
Adapt performance-based assessments and grading practices to ensure equitable access while maintaining communicative rigor and alignment to the World-Readiness Standards.
Evaluate instructional practices for compliance and equity, identifying potential exclusionary structures within world language programs.
Collaborate effectively with special education professionals and families to support students with IEPs and 504 plans.
Develop and justify an implementation-ready inclusive mini-unit that integrates legal requirements, research-based instructional strategies, and equitable assessment design.
What Participants Are Saying About This Course
Be the first to share your thoughts!
Course Delivery
Instructor-Facilitated
Online asynchronous (no live sessions) coursework
Weekly learning modules to complete at your own pace
Collaborative discussion boards
Instructor feedback
Optional office hours with the instructor for additional support
Students in an instructor-facilitated course must adhere to the session start and end dates listed on the website. Final coursework must be submitted within one week after the course end date. Course extensions beyond one week are subject to a $50 fee.
Course Access Information
Your Idioma Schoology course invitation will be emailed one week prior to the start of an instructor-facilitated 6-week course. You may access the Idioma Schoology login from the Login > Idioma Schoology Login dropdown menu at www.idiomaconsulting.com.
Required Text
Hardman, M. L., Drew, C. J., & Egan, M. W. (2017). Human exceptionality: School, community, and family (12th ed.). Cengage Learning.
About the Instructor
Kevin Pollicino, Instructor. Read more about Kevin here.
Click here to request a syllabus.
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