Challenges in Special Education Identification for ELLs
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.
Featured Articles
- Q&A with ELL Teacher Dr. Muhibullah Abdur-Rahman
- 5 Myths About English Language Learners (ELLs) and Special Education
- IDEA and English Language Learners
- The Over- and Under-Identification of ELLs in Special Education
Related Video
ELLs with special education needs are entitled to both ELL and special education services
Over- and under-identification of ELLs with disabilities
Problems with special education identification rates for ELLs
Problems will appear across languages
The relationship between special education and ESL
Student scenario for over-identification: Li
Are students getting the services they need?
Are the majority of students successful?
Over-identification: Why ELLs may be referred to special education too soon
Under-identification: Why ELLs may not get the special education services they need
Variation of disability rates by state
Research and Reports
Recommended Resources
Who Are English Language Learners with Disabilities? (Impact: University of Minnesota, 2013)
Acknowledgements
This resource section was made possible through our partnership with the National Education Association. Additional support was provided by the American Federation of Teachers.
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