Kevin Pollicino, M.Ed.
Special Education Instructor
Kevin Pollicino is an educator based in Connecticut with professional experience spanning secondary education, adult education, and early college instruction. Throughout his career, he has worked with multilingual learners, students with diverse learning profiles, and individuals pursuing academic, linguistic, and career growth. His work is rooted in the belief that all learners deserve meaningful, equitable, and engaging educational experiences.
Kevin began his career teaching English in Argentina, where he developed a deep appreciation for multilingualism, intercultural learning, and the transformative role of education. Since then, he has continued to build his practice around inclusive teaching and student-centered instruction that honors the varied strengths and identities learners bring to the classroom.
He holds graduate degrees in TESOL and Special Education and is currently pursuing a Doctorate in Educational Leadership. His areas of focus include inclusive practices in language education, differentiated instruction, Universal Design for Learning, culturally responsive pedagogy, and systems that support student success across diverse settings. In addition to his instructional work, Kevin has experience in curriculum design, academic intervention, student support systems, and collaborative professional learning.
Kevin is passionate about helping educators design rigorous and accessible instruction that empowers students, supports diverse learners, and creates classrooms where every individual feels seen, valued, and capable of success.
Join me in one of my courses!
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.
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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
About the Instructor
Kevin Pollicino, Instructor. Read more about Kevin here.
Click here to request a syllabus.
Course Description
This one unit, 15-hour online course provides educators with a broad introduction to special education, exceptional learners, and effective instructional practices for students with disabilities and diverse learning styles. The course is designed for teachers across all content areas and grade levels who want to strengthen their understanding of learner variability, disability categories, inclusive classroom practices, accommodations, modifications, and instructional supports.
The course is divided into three subtopics: Foundations of Special Education, Understanding Learner Variability and Disability Categories, and Inclusive Instructional Practices. In Foundations of Special Education, participants will explore key terminology, the special education process, legal and ethical responsibilities, and the roles of schools, teachers, families, and communities in supporting students with disabilities. In Understanding Learner Variability and Disability Categories, participants will examine high-incidence and low-incidence disabilities, including learning disabilities, ADHD, autism spectrum disorder, emotional and behavioral disorders, communication disorders, intellectual disabilities, sensory disabilities, physical/health impairments, and giftedness. In Inclusive Instructional Practices, participants will apply course concepts to classroom planning by exploring accommodations, modifications, Universal Design for Learning, assistive technology, differentiation, and strategies that support access, engagement, and success for diverse learners.
The course features readings, videos, case-based reflection, discussion board activities, and a final application project in which participants redesign or develop a lesson to better support students with disabilities and diverse learning styles. Conducted in English.
What Participants Are Saying About This Course
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Course Delivery
Self-Paced
Online asynchronous (no live sessions) coursework
Thematic learning modules to complete at your own pace
Collaborative discussion boards
This course is self-paced with open enrollment, meaning students may register and start at any time and have up to 1 month to complete the coursework.
Course Access Information
Your Idioma Schoology course invitation will be emailed within one business day for all self-paced courses. You may access the Idioma Schoology login from the Login > Idioma Schoology Login dropdown on www.idiomaconsulting.com.
Required Text
There is no required textbook for this course. All materials are digital and will be provided in the online course.
About the Instructor
Kevin Pollicino, Instructor. Read more about Kevin here.
Click here to request a syllabus.