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

Visit the Resources and Strategies for Identifying and Supporting English Learners with Learning Disabilities resource page to learn more and download your copy.