Multilingual learners with disabilities are an increasingly visible population in rural schools, yet they often face systemic barriers to accessing the dual services—language development and special education—they are legally entitled to receive. This article examines how rurality intensifies challenges such as staffing shortages, limited professional development, and geographic isolation, contributing to inequities in identification, instruction, and service provision. Grounded in current research and policy guidance, we offer actionable, equity-centered strategies for rural education stakeholders, including implementation of a multi-tiered system of support, inclusive co-teaching models, cross-training for educators, regional consortia, and meaningful family engagement. We emphasize the role of interdisciplinary collaboration, culturally and linguistically responsive practices, and data-driven decision-making in supporting multilingual learners with disabilities. This work contributes to the growing rural special education knowledge base and underscores the need for innovative, coordinated efforts to ensure educational equity for dually identified students in under-resourced rural settings.
Cuba et al. (Tue,) studied this question.