This brief examines how federal policies and funding are affecting students identified as having special needs under the Individuals with Disabilities Act (IDEA) and who are also identified as English learners (ELs) under Title III of the Every Student Succeeds Act (ESSA). These federal policies intersect in the case of dual-identified students. It discusses the issue of ELs being both over- and under -identified as having disabilities. This brief concludes with specific recommendations that would improve the identification, services and education of ELs with disabilities for school leaders and policymakers to consider.
English Learners with Special Needs
English Learner Identification