NAVIGATING THE INTERSECTION OF SOCIAL-EMOTIONAL LEARNING, DIFFERENTIATION, AND MULTILINGUAL STUDENTS WITH DISABILITIES

Abstract

This study examines strategies to support multilingual students with disabilities (MLSWDs) across diverse educational settings by integrating differentiated instruction (DI) and social-emotional learning (SEL). MLSWDs face specific challenges, including language barriers, cognitive limitations, and social-emotional complexities, which often result in their marginalization within traditional educational systems. DI is designed to tailor instruction to the individual needs of each student, while SEL focuses on nurturing emotional regulation and empathy, thereby providing a comprehensive framework that enhances academic performance, language development, and emotional resilience.