Identify and Support English Learners Students with Learning Disabilities
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No definitive processes exist for identifying English learner (EL) students with learning disabilities and determining the best academic supports for them. As a result, students can end up in classrooms or programs mismatched to their needs, which can hamper their academic achievement. Based on a review of research literature and state practices, this updated REL West brief provides:
- Key questions school staff should ask to distinguish between language issues and a possible learning disability
- A list of the types of data that can help with identification
- Links to 10 manuals, developed by states and districts, for identifying and supporting these students
- Strategies for identifying the source of an EL student’s academic difficulties
- Five guiding principles drawn from 20 states with the largest EL student populations