Explores the characteristics of effective classroom instruction for language learners aged 5 -18 with special educational needs. It guides teachers and other educational practitioners to combine their multiple perspectives in providing balanced, coordinated, cohesive, and comprehensive approaches to serve these learners. The authors present a framework for developing inclusive learning environments which are culturally and linguistically responsive, based on socio-cultural and strengths-based perspectives. Research studies along with examples from real classrooms are highlighted to illustrate collaborative practice in action.