During the 2012-2013 school year, in the Northshore School District, 2,660 students with disabilities were served by Special Education services and 5.4% of Northshore's student population were classified as English language learners. (Washington State Office of the Superintendent of Public Instruction). Understanding the basic foundations and history of special education and English language development programs can help an educator better meet the needs of a diverse classroom. According to the federal government, special education is made up of three main parts. First, the specific needs of a student with a disability must be met through individualized instruction, at no cost to the parent/guardian(s). Second, special education must include related services, defined as various types of supports that help students with disabilities access education. In other words, a related service makes education accessible to students with disabilities (e.g. school bus with wheelchair lift, elevator, wheelchair ramp, etc.) (Friend, 2014, p. 5). Finally, students with disabilities must have access to supplementary aids and services, an example of a supplementary aid or service is computer software that transcribes a lesson, an ASL interpreter, etc. (Friend, 2014, p7). Special education is the vehicle through which students with disabilities receive an individualized education and ensures that the appropriate supports are in place for the student to reach their learning potential. Likewise, English language development programs support English language learners (ELLs) so that they do not fall behind in their general education as they acquire English proficiency. To further understand English…middle of the paper…correctly, lesson notes can then be uploaded to a learning management system (Canvas, Blackboard, etc.) for students with disabilities or also for all students. use reference material. Another technology that could be evaluated is the use of video recording hardware and software. Lessons can be video-recorded and then posted to an LMS for future reference. Finally, evaluation and next steps. Each individual on the multidisciplinary team will complete a unique assessment form. Then, collectively as a team, they will discuss their individual assessment and as a team recommend next steps. The team may deem a technology unsuitable or recommend further evaluation or recommend implementation. If recommended for implementation, the team's recommendations and assessments will be forwarded to the Disability Services team for final review and financial approval.