Abstract
The US government continues to ensure education access for all students. Like its predecessor, NCLB, ESSA takes an interest in the success of immigrant students. Under ESSA, federal funds from Title I support low-income children and Title III for English learners and immigrant students. But there is a unique group of immigrant students, the immigrant multilingual deaf learner (IMDL). Despite the provision of law, the intersections of disabilities, being deaf, immigrant, and multilingualism pose more unique challenges that continue to create a dilemma for both classroom teachers, teacher educators, and administrators. This chapter focuses on multilingualism, multilingual education, and the IMDL.
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