What You'll Find in This Section
There are a number of reasons why English language learners (ELLs) end up in special education programs even when it's unnecessary; there are also a number of reasons why ELLs may not receive the services they need for disabilities. This section explores the decisions and assumptions that can lead to the under- and over-identification of ELLs in special education.
What are the most common myths and misconceptions regarding English language learners (ELLs) and special education? What are some effective ways to counter those myths when you encounter them? Learn more from the following resources and videos.
What does special education look like in bilingual education programs? What does research say about learning two languages if you have a disability? Learn more from the resources below.
What do educators of English language learners need to know about special education laws and guidelines? What is the role of the state in determining policy and guidelines for identifying, assessing, and teaching ELLs with special needs? Why do rates of ELLs in special education vary dramatically by state? The following resources address these questions and more.