My doctoral research is centered on a student who was both deaf, hard of hearing and from a native Spanish-speaking home when he enrolled at a public school 90 miles from my own school district. As a teacher to multilingual students with disabilities, there was something familiar about his experience, except when, through my research and resulting U.S. Supreme Court case, the facts revealed that Miguel Perez sat in his school district socially and instructionally isolated for almost twelve years. The school had not provided him with ASL, a certified ELL teacher, an alternate form to communicate with his classmates, teachers, family, nor instruction. The family only found this out when it was time for him to graduate, and they denied him a diploma. As a teacher to multilingual students with disabilities (whose hands are pictured using ASL), it was "egregious," as the legal research had determined. As a mother to a linguistically and ability-diverse H.S. student close to graduation (hand also pictured), the denial of a diploma and instruction is unconscionable. In ASL: ADA (Americans with Disabilities Act); FAPE (Free and appropriate public education); and the IDEA (Individuals Disabilities Education Act) the legal foundation of civil rights.