This paper on meeting the needs of students with disabilities who are learning English as a second language suggests integrating principles from the Teaching English to Speakers of Other Languages (TESOL) Standards and Data Based Instruction (DBI). The power of combining intentional language teaching with an action research process is illustrated by four case studies conducted by special education interns in a multicultural setting. The case studies apply these principles with a teenage male with emotional handicaps, a teenage female with learning disabilities, a teenage female with mild mental retardation, and a first grade girl with language delays, all of whom were bilingual Spanish/English students. The paper concludes that using TESOL Standards, sheltered English techniques, and other English as a Second Language strategies allowed students to be more successful communicators as well as to make progress toward achieving Individualized Education Program goals and objectives. (Contains 18 references.) (DB)