This editorial proposes a conceptual and instructional shift surrounding educating English learners with disabilities. Individuals with disabilities are the largest minority group in the world, yet in many classrooms across the world, they often lack the opportunities and support needed to be successful. This is especially apparent in English as a second or foreign language classrooms, where students with disabilities need first to be included and then provided with structured and systematic supports to be successful. We suggest that an initial shift in the way that we think about disability is a necessary first step. This can then be supported by using Universal Design for Learning as a framework to reduce barriers in instruction and increase access and success for English learners. This editorial also introduces five articles, which aim to further the discourse and understanding of how to support individuals with disabilities learning English across countries and contexts.