Schools, districts, and states struggle to identify and determine the best academic placement for English learner students with learning disabilities. As a result, students are both over- and underrepresented in special education classes, and their education suffers when they are mismatched with their academic program.

A new research report, produced by the Regional Educational Laboratory West (REL West) at WestEd, aims to help policymakers develop procedures for identifying, assessing, and placing English learner students who may or may not have learning disabilities.

Visit the Identifying and Supporting English Learner Students with Learning Disabilities: Key Issues in the Literature and State Practice resource page to learn the key issues and download a free copy.