The New York State Education Department has prioritized the need to improve the achievement of English language learners (ELLs) and students with disabilities. Seventy-five school districts in the state need to make significant improvement in the achievement of students with disabilities, and an important subgroup of those students with disabilities are ELLs who have been identified as having learning disabilities. The project provides a detailed picture of the dual identification process and its challenges, drawn from the existing literature with illustrations from three school districts in New York State.
English Language Learners with Disabilities and Identification Processes in New York State