Where are the Gifted English Learners and Students with Disabilities
Prior research has documented substantial inequity across, racial, ethnic, and socioeconomic lines within the population of students identified as gifted.
Prior research has documented substantial inequity across, racial, ethnic, and socioeconomic lines within the population of students identified as gifted.
This article addresses the inclusion of English learners with disabilities, including those with significant cognitive disabilities, in state and district assessments.
Under the Individuals with Disabilities Education Act (IDEA), state educational agencies (SEAs) and school districts are responsible for locating, identifying, and evaluating all students, including English learners (ELs), who have disabilities1 and who need special education and related services
The Office of Special Education Programs (U.S. Department of Education) funded three model demonstration projects to improve outcomes for English Learners (ELs) with or at risk of disabilities in grades three through five using a framework for multitiered instruction.
The Office of Special Education Programs (U.S. Department of Education) funded three model demonstration projects to improve outcomes for English Learners (ELs) with or at risk of disabilities in grades three through five using a framework for multitiered instruction.
The Office of Special Education Programs (U.S. Department of Education) funded three model demonstration projects to improve outcomes for English Learners (ELs) with or at risk of disabilities in grades three through five using a framework for multitiered instruction.