Elementary teachers often have difficulty determining whether a student should be referred for special education services. That task is further compounded when the student is an English learner (EL). They have difficulty parsing out whether the EL is struggling due to a limited ability to communicate in English or due to an underlying disability. This brief summarizes the findings of a study conducted with four school districts in the REL Northeast & Islands region. The team spoke with 30 school administrators and early elementary school teachers about their challenges and successes in implementing practices that promote accurate identification of Els. This brief discusses the lessons learned and strategies for identifying ELs with disabilities.
English Learners with Special Needs
English Learner Identification