While the literature on learning disabilities and on second-language acquisition is relatively extensive within the field of education, less is known about the specific characteristics and representation of English learner students with learning disabilities. Because there are no definitive resources and processes for identifying and determining best placement for English learner students with learning disabilities, schools, districts, and states struggle with this issue. As a result, English learner students who may or may not have learning disabilities are both over- and underrepresented in special education. This report aims to inform policymakers interested in developing procedures, including the use of guidelines and protocols, for identifying, assessing, and placing English learner students who may or may not have learning disabilities. The report describes (1) the key issues discussed in the research literature and (2) current state procedures for the 20 states with the largest English learner populations. The following are appended: (1) Methods; (2) Research and policy literature reviewed in this report; and (3) State resources related to assessing and supporting English learner students with learning disabilities. An annotated bibliography of references cited in the report and other references related to English learner students who may have learning disabilities is also included.
ERIC DescriptorsAcademic Accommodations (Disabilities), Criteria, Data Collection, Disability Identification, Disproportionate Representation, Educational Policy, Educational Resources, Elementary Secondary Education, English (Second Language), English Language Learners, Guides, Learning Disabilities, Literature Reviews, Parent Participation, Response to Intervention, Second Language Learning, Special Education, Standardized Tests, State Policy, State Standards, Student Needs, Student Placement, Testing Accommodations
West | Publication Type: Descriptive Study | Publication
Date: July 2015