Providing meaningful access to grade-level instruction is a central expectation for inclusive schools serving multilingual learners and students with disabilities, yet in many classrooms, the presence of two teachers does not always translate into true participation, language development, or equitable learning opportunities for students. This session examines the gap between the intention of meaningful access and the realities of classroom practice. Drawing on practitioner research focused on co-teaching for multilingual learners with disabilities, participants will explore common challenges that prevent co-teaching from fully supporting student access, including unclear instructional roles, limited attention to academic language, and structural barriers within school systems. Through classroom scenarios and guided discussion, school leaders will consider how leadership decisions, such as scheduling, collaborative planning structures, and expectations for language development across content areas, influence the effectiveness of co-teaching models. Participants will explore practical leadership moves that administrators can implement to strengthen instructional partnerships and ensure multilingual learners experience genuine access to rigorous learning. By the end of the session, participants will leave with a clearer understanding of how leadership structures influence inclusive practices and with concrete strategies for supporting co-teaching teams in ways that promote meaningful participation, language development, and academic success for multilingual learners.
