Purpose This paper aims to discuss the systemic barriers that constrain the preparation of special education teachers to effectively serve multilingual learners with disabilities (MLwDs), as well as the conceptual and ideological misalignments that shape prevailing approaches to teacher preparation. It also argues for a fundamental ontological rethinking of how bilingualism, disability and professional knowledge are conceptualized within special education teacher preparation programs. Design/methodology/approach This paper adopts a commentary approach, drawing on a broad interdisciplinary research base spanning special education, bi/multilingual education, disability studies and teacher education. Findings Over the past two decades, limited progress has been made in preparing special education teachers to work effectively with MLwDs in the USA. Existing special education teacher preparation programs continue to lack robust empirical and theoretical foundations, as well as sufficient institutional support for designing and implementing integrated coursework, coherent field experiences and comprehensive frameworks that address the intersecting linguistic, cultural and disability-related needs of MLwDs. Originality/value This paper advances the field by reiterating that the challenges surrounding the preparation of special education teachers for MLwDs cannot be addressed through minor programmatic adjustments or the addition of stand-alone courses. It calls for a renewed, equity-oriented vision of teacher preparation grounded in critical, intersectional and asset-based frameworks that more accurately reflect the lived realities of MLwDs and the professional demands placed on teachers.
Li et al. (Fri,) studied this question.