There exists a persistent misconception that bilingualism is not an achievable goal for English learners (ELs) with disabilities. This chapter discusses the equity issues surrounding the teaching of ELs with disabilities. The author discusses the policies and practices that lead to inequitable educational opportunities for this population of EL students. Oftentimes the focus is on special education services rather than on language services and ELs' linguistic development. As a consequence, these language learners are often deprived of opportunities for their linguistic development, which has significant ramifications for their academic trajectories. The author concludes with recommendations for safeguarding the bilingual development of ELs with disabilities.
English Learners with Special Needs