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This 2018 study highlights the importance of the training that teachers for ELLs should have. The authors first define learning disabilities and then go into describing why it is so hard to identify them within the ESL classroom. In that part of the article, they offer examples of symptoms that you an ESL student might exhibit that are also common among students with disabilities such as an ESL student having trouble with remembering sight words or struggling with phonological awareness. It has a guideline for how to ensure UDL in the classroom by giving strategies and framework options. Some of these include guided note-taking, having a daily schedule, and just paying attention to the overall vibe of the classroom and individual students. They also recommend scaffolding and give peer-assisted learning strategies such as partner readings and prediction relay. They end the article by saying it was written to bring attention to ESL learners with disabilities and to point out that English language teachers may not always have the resources necessary to identify those students. This article gives resources to help alleviate the stress that may come from trying to identify a student while also ensuring they aren’t being misdiagnosed.

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Farr, W. (2019, February 6). Working With Dually Classified Learners. Edutopia. Retrieved September 23, 2024, from https://www.edutopia.org/article/working-dually-classified-learners/

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Farr, W. (2019, February 6). Working With Dually Classified Learners. Edutopia. Retrieved September 23, 2024, from https://www.edutopia.org/article/working-dually-classified-learners/

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1. This article introduces an instructional model called the Problem Based enhanced Language Learning model (PBELL). In this model, students work together to brainstorm topics and research them with the end goal of presenting them to an audience. It is of high importance that they are student-driven and fun. It also gives strategies on how to implement PBELL in the classroom on the individual level. So first you would have them paired up, whether it be based on small groups, pairs, or based on the primary language spoken. You would then have them research their topics and then have them fill out graphic organizers. They can use these to further brainstorm their ideas. After this step, you can give them sensory strategies that ensure all students can grasp better understandings. This article gives tips on how to bring real-life learning into the classroom and have relevant experiences for students.

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English Language Learners

A group of educators has developed an instructional model to support English language learners with special needs.

©iStock/monkeybusinessimages

Many students in special education struggle with language. Those diagnosed with special needs who are also English language learners (ELLs) have specific, unique needs. These dually classified learners are identified with a disability and are eligible for both special education and English as a second language or bilingual services. As teachers, we are often underprepared to work with this population in our classrooms.

The U.S. Department of Education estimated in 2015 that 184,000 of the nation's 2.9 million students enrolled in programs for ELLs had disabilities. Only 63 percent of ELLs graduate from high school, compared to the national rate of 82 percent. The discrepancy is most likely even larger for students who are dually classified, though getting exact numbers is difficult. Providing these students with the support they may need in our classrooms is a real challenge for teachers.

Problem-Based Enhanced Language Learning

To help support these learners, a new instructional model called Problem-Based Enhanced Language Learning (PBELL) was developed by the iTeachELLs team at Arizona State University. I'm the project director of iTeachELLs, and we had heard from graduating teachers that they needed help-we were not fully preparing them to work with this population.

The PBELL model we developed combines elements of problem-based learning with the key principles of English language learning methods. PBELL is designed to raise student achievement through integration of instructional approaches in lessons that support acquisition of both content and language skills.

Meaningful problem development: Students work collaboratively to solve a meaningful problem.

Language and content in tandem: To help students master both instructional content and language, we must be intentional.

Assessment of content and language: We need to assess both the instructional content and the acquisition and use of language.

Specific support and strategies: Our lessons must include scaffolds and strategies that provide access to both the language and the content.

In PBELL experiences, a student utilizes language collaboratively in order to access prior knowledge, research new topics, brainstorm and discuss potential solutions, and present new findings to an audience. In a classroom using PBELL, all language is considered an asset in supporting rigorous learning opportunities.

A PBELL lesson has four basic components:

These lessons should be fun and student driven-involving students is key. There are plenty of free example lessons from experts in the field as well as teacher-created lessons available for use and adaptation on the iTeachELLs website. For a deeper look at these elements, take a look at the suite of short modules, complete with classroom footage.

Strategies for Working With Dually Classified Learners

Within PBELL lessons, teachers implement specific strategies to allow further access to content and provide strategic support on an individual basis.

Collaboration: Students are placed together in the inquiry process to support one another's learning. This can include small groups, pairs, or partners intentionally grouped together based on their primary language. Students may read and gather information together or pair up after the inquiry process to share the new learning they have discovered.

Graphic organization of learning: Charts, tables, or graphic organizers are used to help students understand new ideas and organize their new learning.

During the inquiry phase, for example, students may use a KWL (Know, Want to Know, Learn) graphic organizer to help process their new learning. They can brainstorm what they already know about a topic related to the meaningful problem, and then as a class they may form questions to represent what they want to know. These questions then drive the inquiry experience, and students complete the graphic organizer by noting the new learning they discover related to those questions.

Sensory strategies: Manipulatives, visuals, video, and real-world objects are used throughout the inquiry process to ensure that all students have access to new learning. Teachers can bring in real-world items to support student learning and understanding.

We know that teachers have heavy workloads and that adding new approaches is often time-consuming and challenging. If you don't have time to undertake a large PBELL project right now, it is possible to start small. We've found two basic components of lesson planning that can have immediate impact on student success: Ground learning in real-life, relevant experiences of the students, and recognize that language is a tool that needs to be specifically taught and modeled in all learning.

Starting with these small steps, we can help our dually classified learners make progress.

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A group of educators has developed an instructional model to support English language learners with special needs.

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Fowler, J., & Hooper, H. R. (n.d.). Identification, Assessment, and Instruction of English Language Learners with Learning Difficulties in the Elementary and Intermediate Grades. State Education Resource Center. Retrieved September 23, 2024, from https://ctserc.org/documents/resources/ELLs-with-special-needs.pdf

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Fowler, J., & Hooper, H. R. (n.d.). Identification, Assessment, and Instruction of English Language Learners with Learning Difficulties in the Elementary and Intermediate Grades. State Education Resource Center. Retrieved September 23, 2024, from https://ctserc.org/documents/resources/ELLs-with-special-needs.pdf

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his is a guide on how to work with elementary and intermediate ELLs who may need help in reading and writing. It is also a tool to help differentiate whether the student in question is struggling with the material because they have a learning disability or struggling to grasp the concept simply because they are ELLs. It gives some background on the demographics of Ontario, Canada as this is where all the data comes from in this article. This article then goes on to answer typical questions that are frequently asked about ELLs with suspected disabilities. It gives charts and helpful prompting questions to ask yourself as you navigate the situation. It also offers an easy guide to follow if you suspect a student might have special education requirements and appropriate approaches that should be taken when it comes to classifying students. At the end of the article, it has a helpful dos and don’ts section that gives a really good summary of the main body.

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Gehly, S. (2018, spring). Placement of Young English Language Learners ’ (ELLs’) in Reading Support: A Question of ELL Status or Learning Disability. N/t. https://jayscholar.etown.edu/cgi/viewcontent.cgi?article=1005&context=edstu

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Gehly, S. (2018, spring). Placement of Young English Language Learners ’ (ELLs’) in Reading Support: A Question of ELL Status or Learning Disability. N/t. https://jayscholar.etown.edu/cgi/viewcontent.cgi?article=1005&context=edstu

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In this essay, Samantha Gehly is leading the discussion on the difficulties of classifying ELL students who may have learning difficulties outside of the struggles with learning a new language. Her main topics related to the educators' beliefs and experiences and their impact on their teaching, whether or not the educator is using evidence-based strategies to help ELLs in their reading achievement, and then finally the relationship between ELL students and their language status and a learning disability diagnosis. She also argues that ELL students should be placed in learning support services to address the reading deficits they are already experiencing from being ELL. It also helps with early identification and allows for early intervention to follow suit. She also brings up a study that found that education systems are lacking when it comes to identifying ELLs because limited language proficiency is very similar to difficulties in learning to read. Many of the articles and studies that are brought up in this article highlight the difficulties of trying to identify those ELLs who are struggling with a learning disability. The last few parts she discusses are methodologies that can help students and then the results of those methodologies. The second to last section is a discussion of the implications and limitations of ELLs and classifying them.

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Identifying and supporting English learner students with learning disabilities: Key issues in the literature and state practice. (n.d.). ERIC. Retrieved September 23, 2024, from https://files.eric.ed.gov/fulltext/ED558163.pdf

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Identifying and supporting English learner students with learning disabilities: Key issues in the literature and state practice. (n.d.). ERIC. Retrieved September 23, 2024, from https://files.eric.ed.gov/fulltext/ED558163.pdf

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This article is a study that sets out to prove that there is no one magical method that works for identifying ELL students with disabilities. It main goal is to answer frequently asked questions about the difficulties that can come with trying to identify ELL students and then to try and understand and address the common problems ELL students and English language teachers face. The study team also reviewed guidelines and protocols from 20 states with the highest populations of ELL students. They then used them to create and recommend ways to help identify ELL students with disabilities and how best to assist them in a way that works for them.

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Miller, G. (2023, October 30). Learning Disability Diagnosis and English Language Learners. Child Mind Institute. Retrieved September 23, 2024, from https://childmind.org/article/learning-disability-diagnosis-and-english-language-learners/

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Miller, G. (2023, October 30). Learning Disability Diagnosis and English Language Learners. Child Mind Institute. Retrieved September 23, 2024, from https://childmind.org/article/learning-disability-diagnosis-and-english-language-learners/

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This article is meant for the parents of the student who may be having difficulties in the classroom. It easily explains the process of what may happen if their child is an EL and also has a learning disability. It explains what happens and what steps to take after diagnosis of a learning disability. It also has a complete section that is about whether or not a student can be misdiagnosed and what that means for both parent and child. The final paragraph also explains the steps that come after an IEP meeting and the help a student will receive after diagnosis.

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Lots of children are diagnosed with learning disabilities (LDs). A diagnosis is important because it helps kids get the right support from their schools and find ways to learn that work for them.

However, English language learners (ELL students) sometimes receive incorrect or incomplete LD diagnoses. That's because they're learning English at the same time as other school subjects, so it can be hard to determine the cause of any learning difficulties.

If your child is an ELL student and has been diagnosed with an LD, here are some tips to help you make sure their diagnosis is correct and support them going forward.

If the school suspects that a student might have an LD, they will conduct an evaluation. For ELL students, there are several questions that evaluators should ask, including:

Has the student always struggled in school?

Is this the first time the student been taught in English?

Do the sounds in English exist in the student's native language?

"To prevent a misdiagnosis, parents need to be involved in the evaluation process," says Daryaneh Badaly, PhD, a neuropsychologist at Child Mind Institute. "They need to provide the evaluator with important information about their child, including their educational history, language history and family history of disabilities."

You can also tell the evaluator about any cultural differences that might affect testing. "For example, not all Spanish dialects are the same," says Dr. Badaly. "If they use a test created for someone with a different dialect or cultural background, then results could be incorrect."

If your child is diagnosed with an LD, you will be invited to attend an IEP (Individual Education Plan) meeting where you will join teachers and specialists to discuss which special education services your child should receive. These services are different from ESL (English as a Second Language) instruction, which help them learn English. A special education teacher will address your child's specific disability and help them learn in a way that works best for them.

Even if you are undocumented or in the United States on a special visa, your child still has a legal right to special education services and supports at school.

Sometimes, children can receive the wrong diagnosis. ELL students struggling because of a language barrier are sometimes mistakenly diagnosed with speech delays and/or language disorders.

Some signs that your ELL student might not have an LD include:

They have always done well in school when taught in their native language.

This is the first time their teachers have expressed concerns.

They do not have any challenges speaking or understanding their native language.

On the other hand, some signs that your child's challenges are due to an LD include:

If you think your child has been misdiagnosed with an LD, begin by talking to their classroom teacher. Ask them what they've noticed and if they believe your child has been misdiagnosed. If you'd like to request another evaluation or have questions about what services your child should receive, ask the teacher who you should contact. You can also talk to a school counselor, ESL teacher or special education teacher.

"Follow your instincts," recommends Myriam Alizo, a manager at SPAN Advocacy Network, which helps immigrant parents of children with disabilities. "If you think your child was misdiagnosed, received an incomplete diagnosis, or has a disability but they didn't receive a diagnosis, you have the right to ask the school for a free independent evaluation to make sure the initial one was correct."

Another option is to pay for an evaluation yourself, but before you do that, discuss your plans with the school. "If you decide to pay for an independent evaluation yourself, the school doesn't have to accept it," says Alizo, "so ask them if they will accept it before you go forward."

If your child does have a learning disability diagnosis, you may be worried that they will always be behind in school or feel left out. But with the right support, children with LDs can excel like anyone else.

"All children learn differently and no doctor or professional can tell you what your child will or won't be able to do when they get older," says Alizo. She says that some brains are wired differently, like the difference between an iPhone and a Samsung - they do similar things, but they have different wiring inside. "Although children with learning disabilities will have difficulties in the beginning, when the right supports are provided they can really thrive and conquer the world."

Supporting your child at home can help, and you don't need to speak English fluently to do that. "Let your child know you understand that this is really hard for them and help them a little at a time," Dr. Badaly advises. "For example, you can build their love of reading by reading to them in your native language or work on their math skills when you are grocery shopping."

If you're not sure what to do, don't be afraid to ask for help. "At the IEP meeting, ask for training on how to help your child with homework, manage their behaviors or create structure at home," Alizo recommends. "You can also look for reading and literacy programs in your community and sign up for one together or join your school's special education parent group."

Your active involvement will help your child get the support they need now and in the future.

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Learning Disability Diagnosis and English Language Learners - Child Mind Institute

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Lots of children are diagnosed with learning disabilities (LDs). A diagnosis is important because it helps kids get the right support from their schools and find ways to learn that work for them. However, English language learners (ELL students) sometimes receive incorrect or incomplete LD diagnoses.

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This is a very effective guide that gives many strategies to help with ELL students. My favorite ones mentioned are early intervention programs, clinical teaching, and peer or expert consultation. They also discuss having a good relationship with the surrounding community outside of the school and connecting with parents. The most important idea to take from this article is that if the child doesn’t feel supported then they won’t learn to their full potential. For the best outcome for all students, you should work with and not against the student.

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English Language Learners with Special Needs: Effective Instructional Strategies

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Students fail in school for a variety of reasons. In some cases, their academic difficulties can be directly attributed to deficiencies in the teaching and learning environment. For example, students with limited English may fail because they do not have access to effective bilingual or English as a second language (ESL) instruction. Students from lower socioeconomic backgrounds may have difficulty if instruction presumes middle-class experiences. Other students may have learning difficulties stemming from linguistic or cultural differences. These difficulties may become more serious over time if instruction is not modified to address the students’ specific needs. Unless these students receive appropriate intervention, they will continue to struggle, and the gap between their achievement and that of their peers will widen over time.Still other students need specialized instruction because of specific learning disabilities. The over representation of English language learners in special education classes (Yates & Ortiz, 1998) suggests that educators have difficulty distinguishing students who truly have learning disabilities from students who are failing for other reasons, such as limited English. Students learning English are disadvantaged by a scarcity of appropriate assessment instruments and a lack of personnel trained to conduct linguistically and culturally relevant educational assessments (Valdes & Figueroa, 1996). English language learners who need special education services are further disadvantaged by the shortage of special educators who are trained to address their language- and disability-related needs simultaneously.Improving the academic performance of students from non-English backgrounds requires a focus on the prevention of failure and on early intervention for struggling learners. This digest presents a framework for meeting the needs of these students in general education and suggests ways to operationalize prevention and early intervention to ensure that students meet their academic potential.Prevention of school failurePrevention of failure among English language learners involves two critical elements: the creation of educational environments that are conducive to their academic success and the use of instructional strategies known to be effective with these students (Ortiz, 1997; Ortiz & Wilkinson, 1991). Preventing school failure begins with the creation of school climates that foster academic success and empower students (Cummins, 1989). Such environments reflect a philosophy that all students can learn and that educators are responsible for helping them learn. Positive school environments are characterized by strong administrative leadership; high expectations for student achievement; challenging, appropriate curricula and instruction; a safe and orderly environment; ongoing, systematic evaluation of student progress; and shared decision-making among ESL teachers, general education teachers, administrators, and parents. Several other factors are critical to the success of English language learners, including the following: (1) a shared knowledge base among educators about effective ways to work with students learning English, (2) recognition of the importance of the students’ native language, (3) collaborative school and community relationships, (4) academically rich programs that integrate basic skill instruction with the teaching of higher order skills in both the native language and in English, and (5) effective instruction.A shared knowledge baseTeachers must share a common philosophy and knowledge base relative to the education of students learning English. They should be knowledgeable about all of the following areas: second language acquisition; the relationship of native language proficiency to the development of English; assessment of proficiency in the native language and English; sociocultural influences on learning; effective first and second language instruction; informal assessment strategies that can be used to monitor progress, particularly in language and literacy development; and effective strategies for working with culturally and linguistically diverse families and communities.Recognition of the students’ native languageLanguage programs must have the support of principals, teachers, parents, and the community. School staff should understand that native language instruction provides the foundation for achieving high levels of English proficiency (Cummins, 1994; Krashen, 1991; Thomas & Collier, 1997). Language development should be the shared responsibility of all teachers, not only those in bilingual and ESL classes.Collaborative school-community relationshipsParents of students learning English must be viewed as capable advocates for their children and as valuable resources in school improvement efforts (Cummins, 1994). By being involved with the families and communities of English learners, educators come to understand the social, linguistic, and cultural contexts in which the children are being raised (Ortiz, 1997). Thus, educators learn to respect cultural differences in child-rearing practices and in how parents choose to be involved in their children’s education (Garcia & Dominguez, 1997).Academically rich programsStudents learning English must have opportunities to learn advanced skills in comprehension, reasoning, and composition and have access to curricula and instruction that integrate basic skill development with higher order thinking and problem solving (Ortiz, & Wilkinson, 1991).Effective instructionStudents must have access to high-quality instruction designed to help them meet high expectations. Teachers should employ strategies known to be effective with English learners, such as drawing on their prior knowledge; providing opportunities to review previously learned concepts and teaching them to employ those concepts; organizing themes or strands that connect the curriculum across subject areas; and providing individual guidance, assistance, and support to fill gaps in background knowledge.Early intervention for struggling learnersMost learning problems can be prevented if students are in positive school and classroom contexts that accommodate individual differences. However, even in the most positive environments, some students still experience difficulties. For these students, early intervention strategies must be implemented as soon as learning problems are noted. Early intervention means that “supplementary instructional services are provided early in students’ schooling, and that they are intense enough to bring at-risk students quickly to a level at which they can profit from high-quality classroom instruction” (Madden, Slavin, Karweit, Dolan, & Wasik, 1991, p. 594).The intent of early intervention is to create general education support systems for struggling learners as a way to improve academic performance and to reduce inappropriate special education referrals. Examples of early intervention include clinical teaching, peer and expert consultation, teacher assistance teams, and alternative programs such as those that offer tutorial or remedial instruction in the context of general education.Clinical teachingClinical teaching is carefully sequenced. First, teachers teach skills, subjects, or concepts; then they re-teach using different strategies or approaches for the benefit of students who fail to meet expected performance levels after initial instruction; finally, they use informal assessment strategies to identify the possible causes of failure (Ortiz, 1997; Ortiz & Wilkinson, 1991). Teachers conduct curriculum-based assessment to monitor student progress and use the data from these assessments to plan and modify instruction.Peer or expert consultationPeers or experts work collaboratively with general education teachers to address students’ learning problems and to implement recommendations for intervention (Fuchs, Fuchs, Bahr, Fernstrom, & Stecker, 1990). For example, teachers can share instructional resources, observe each other’s classrooms, and offer suggestions for improving instruction or managing behavior. ESL teachers can help general education teachers by demonstrating strategies to integrate English learners in mainstream classrooms. In schools with positive climates, faculty function as a community and share the goal of helping students and each other, regardless of the labels students have been given or the programs or classrooms to which teachers and students are assigned.Teacher assistance teams (TATs)TATs can help teachers resolve problems they routinely encounter in their classrooms (Chalfant & Pysh, 1981). These teams, comprised of four to six general education teachers and the teacher who requests assistance, design interventions to help struggling learners. Team members work to reach a consensus about the nature of a student’s problem; determine priorities for intervention; help the classroom teacher to select strategies or approaches to solve the problem; assign responsibility for carrying out the recommendations; and establish a follow-up plan to monitor progress. The classroom teacher then implements the plan, and follow-up meetings are held to review progress toward resolution of the problem.Alternative programs and servicesGeneral education, not special education, should be primarily responsible for the education of students with special learning needs that cannot be attributed to disabilities, such as migrant students who may miss critical instruction over the course of the year or immigrant children why may arrive in U.S. schools with limited prior education. General education alternatives may include one-on-one tutoring, family and support groups, family counseling, and the range of services supported by federal Title I funds. Such support should be supplemental to and not a replacement for general education instruction.Referral to special educationWhen prevention and early intervention strategies fail to resolve learning difficulties, referral to special education is warranted. The responsibilities of special education referral committees are similar to those of TATs. The primary difference is that referral committees include a variety of specialists, such as principals, special education teachers, and assessment personnel. These specialists bring their expertise to bear on the problem, especially in areas related to assessment, diagnosis, and specialized instruction.Decisions of the referral committee are formed by data gathered through the prevention, early intervention, and referral processes. The recommendation that a student receive a comprehensive individual assessment to determine whether special education services are needed indicates the following: (1) the child is in a positive school climate; (2) the teacher has used instructional strategies known to be effective for English learners; (3) neither clinical teaching nor interventions recommended by the TAT resolved the problem; and (4) other general education alternatives also proved unsuccessful. If students continue to struggle in spite of these efforts to individualize instruction and to accommodate their learning characteristics, they most likely have a learning disability (Ortiz, 1997).ConclusionEarly intervention for English learners who are having difficulty in school is first and foremost the responsibility of general education professionals. If school climates are not supportive and if instruction is not tailored to meet the needs of culturally and linguistically diverse students in general education, these students have little chance of succeeding. Interventions that focus solely on remediating students’ learning and behavior problems will yield limited results.The anticipated outcomes of problem-prevention strategies and early intervention include the following: a reduction in the number of students perceived to be at risk by general education teachers because of teachers’ increased ability to accommodate the naturally occurring diversity of skills and characteristics of students in their classes, reduction in the number of students inappropriately referred to remedial or special education programs, reduction in the number of students inaccurately identified as having a disability, and improved student outcomes in both general and special education.

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Root, C. (n.d.). A Guide to Learning Disabilities for the ESL Classroom Practitioner. LD OnLine. Retrieved September 23, 2024, from https://www.ldonline.org/ld-topics/english-language-learners-ld/guide-learning-disabilities-esl-classroom-practitioner

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Root, C. (n.d.). A Guide to Learning Disabilities for the ESL Classroom Practitioner. LD OnLine. Retrieved September 23, 2024, from https://www.ldonline.org/ld-topics/english-language-learners-ld/guide-learning-disabilities-esl-classroom-practitioner

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1. This paper is about the difficulties of classifying ELLs with disabilities. It also discusses that learning disabilities can be inherited through genetics. It has sections on the challenges that come with trying to classify them and a chart that allows you to gauge the strengths, challenges, and comments of ELL students in areas like; Reading, writing, memory, listening, speaking, attention and getting ideas out.

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Brooks, R. (1991). The Self Esteem Teacher. Circle Pines, MN: American Guidance Service.

Brown, H. D. (1991). Breaking the Language Barrier. Yarmouth, ME: Intercultural Press.

Cloud, N. (1988). ESL in Special Education. ERIC Clearinghouse on Language and Linguistics , ERIC Microfiche Number 303044.

Edwards, B. (1989). Drawing on the Right Side of the Brain. Los Angeles, CA: Jeremy P. Tarcher, Inc.

Gardner, H. (1993a). Multiple Intelligences, The Theory in Practice. New York, NY: Basic Books, Inc.

Gardner, H. (1993b). The Unschooled Mind: How Children Learn and How Schools Should Teach. New York, NY: Basic Books, Inc.

Hoffman, M.S. (1984). Practical planning for the language/learning disabled student. 1984 Massachusetts Speech and Hearing Association Convention.

Lavoie, R. (n.d.). F.A.T. City, How Difficult Can This Be? Understanding Learning Disabilities . PBS Video, 1320 Braddock Place, Alexandria, Virginia 22314-1698.

Levine, M. (1992). Developmental Variations and Learning Disorders. Cambridge, MA: Educators Publishing Service, Inc.

Levine, M. (1984, September). Learning abilities and disabilities, Harvard University Medical School Health Letter, pp. 1-2 . Cambridge, MA: Harvard University.

Monarez, P. (1992, August 25) I'm Not a Scatterbrain. Providence Journal-Bulletin, p. F3.

Ortiz, A. and Ramirez, B. (eds.) (1988). Schools and the Culturally Diverse Exceptional Student: Promising Practices and Future Directions. ERIC Clearinghouse.

Rubin, J. (1975). What the Good Language Learner Can Teach Us, TESOL Quarterly, 9, 1 , pp. 41-51.

Saltus, R. (1992, September 21). With some U. S. help, Japan tackles dyslexia. Boston Globe, pp. 29, 31.

Vail, P. (1987). Smart Kids with School Problems, Things to Know and Ways to Help. New York, NY: E.P. Dutton.

Wallach, G. and Butler, K. (eds.) (1992). Language Learning Disabilities in School-age Children. Baltimore, MD: Williams and Wilkins Publishers.

Wilhelm, I. (1992). Strategies to Promote Effective Learning in the Classroom, Concord Public Schools, Sabbatical Report.

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A Guide to Learning Disabilities for the ESL Classroom Practitioner

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In an ESL classroom, the challenges of learning English can mask a student's own challenges to learn. By understanding the four categories of difficulties for LD students, the instructor can distinguish LD behavior patterns from standard ESL challenges. Find out more about them, as well as fifteen learning strategies can easily be implemented into the classroom and help all students.

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Sanjur, M. (n.d.). Impact | Volume 26, Number 1 | Who Are English Language Learners with Disabilities? Search Our Work. Retrieved September 23, 2024, from https://publications.ici.umn.edu/impact/26-1/who-are-english-language-learners-with-disabilities

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Sanjur, M. (n.d.). Impact | Volume 26, Number 1 | Who Are English Language Learners with Disabilities? Search Our Work. Retrieved September 23, 2024, from https://publications.ici.umn.edu/impact/26-1/who-are-english-language-learners-with-disabilities

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This paper defines what it is to be an ELL with a disability. It also states that there are many variations in SPED and ELL identification processes. There is also a challenge with the numbers for classifying ELLs. It is very hard to identify and classify those who are ELLs with disabilities. There are also considerations for programs and services that ELLs with disabilities can use.

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English language learners (ELLs) with disabilities represent an increasingly larger segment of the K-12 student population in the U.S. Because of the interaction of their disability and second-language learning processes these students may have unique learning needs that affect teaching and also affect the way students show what they have learned. This article will explore what is known about the prevalence of disabilities among ELLs and the characteristics of ELLs with disabilities. It will conclude with recommendations for schools and organizations serving these students.

Definition of an ELL with a Disability

Generally speaking, an ELL with a disability is a student who is eligible for both special education and English as a second language (ESL) or bilingual education services. There are different identification issues associated with each service, creating variability in the definition of an ELL with a disability across the country. Educators in different locales must be aware that they may not always be considering the same students when they refer to ELLs with disabilities.

Students who are identified for special education may receive services for any one of the 14 federally recognized disability categories. Some variation in the primary disability categories occurs across states. Federal legislation requires that ELLs with suspected disabilities be assessed in both their native language and English to ensure that any difficulties with learning are evident in both languages and are not solely the result of natural second-language learning processes. Educators and schools report that providing appropriate assessments in two languages and differentiating language learning from language-related disabilities is extremely challenging. For this reason, there is a national concern with the accuracy of special education identification rates for ELLs. This concerned is heightened for ELLs in some racial or ethnic groups.

Students who are ELLs are not proficient in English and are eligible for English language support services.1 Schools commonly provide ESL and/or bilingual education to identified ELLs. ESL prioritizes language instruction while bilingual programs include content instruction in the native language as well as instruction in English. The goal of both types of programs is to increase students' English proficiency so that they can succeed in English-only content classrooms. Typically, children are identified as ELLs through a multi-step process that includes a home language questionnaire parents complete when children are enrolled in school. If parents report that another language is used in the home, students are then given an English language proficiency screening test to determine whether or not they are eligible for ESL or bilingual education. Parent consent for language screening is not required, but parents have the right to refuse ELL services.

While the ELL identification process may appear straightforward, the accuracy of the information gathered may be compromised at several points (Bailey & Kelly, 2010). For example, parents may provide different answers to the home language questionnaire if a child moves to a new district or language use patterns in the home change. Individual states and school districts may ask different questions on the questionnaire, use a different screening assessment, and set different score ranges to be identified as an ELL. There may also be inconsistencies in administering the home language questionnaire to parents whose children have known disabilities.

Variations in the special education or ELL identification process may result in different groups of students being included in the group of ELLs with disabilities in different places. An educator in California and a disability advocacy organization in West Virginia may not be talking about exactly the same type of student when they refer to an ELL with a disability.

Numbers Nationwide

Determining the exact number of ELLs with disabilities nationwide is a challenge because there is a limited amount of publicly-available information on students who are both ELLs and have an identified disability. Estimates may differ depending on the purpose for which the information was collected, and the way in which the information was collected. For example, the Office of Special Education Programs reports on the number of students in special education for ages birth through 21 who were also limited English proficient (LEP).2 This information is included in federally mandated child count data provided annually by schools. However, it is reported by school special education staff and not by ESL or bilingual education departments, and thus may not reflect the total number of enrolled ELLs. In addition, Individuals with Disabilities Education Act (IDEA) data identify the number of students of various racial/ethnic groups in each disability category, but do not break out the data for ELLs. It is possible to find national data on the number of Hispanic students with Autism Spectrum Disorders, for example, but not on the number of Hispanic ELLs in this disability category.

We get the most comprehensive picture of the population by piecing together information from multiple sources and making some general inferences about ELLs with disabilities based on what we know about ELLs and about students with disabilities overall. However, this type of approach must be interpreted with some caution. Some estimates of the population size are provided below based on a combination of information from multiple U.S. Department of Education sources for the 2009-2010 school year:

About 9.3% of K-12 students in U.S. schools were identified as ELLs (roughly 4,647,016 out of 49,788,000).3

According to IDEA child count data for the 2009-10 school year, 518,088 students with disabilities were classified as limited English proficient (LEP). This represents approximately 8.5% of all students with disabilities (Data Accountability Center, 2013a).

Of the 518,088 LEP students reported as receiving special education services, 200,347 were in California, representing 39% of the national total. Only 2% of all ELLs in the state are identified as having disabilities, however, compared with 4.8% of English proficient students. Among all states, California identified the highest percentage of ELLs with disabilities. More than half of all states report that they provide special education services to less than 0.5% of the ELL population.

ELLs with disabilities have a number of characteristics that vary across students. By definition they are all limited in their English proficiency, but students may vary greatly in the amount of time they have spent in the country, their previous educational experiences, their actual levels of English proficiency, the other languages that they speak, and the type of primary disability that they have.

Nationwide, the majority of ELLs speak, or have exposure in the home, to some form of Spanish. However, there may be as many as 400 different language groups represented in the ELL population across the country (Boyle, Taylor, Hurlburt, & Soga, 2010). Common language groups for ELLs with disabilities most likely reflect the common languages spoken by ELLs overall. For the 2009-2010 school year, the largest language groups reported by states included speakers of Arabic (29 states), Chinese (32 states), Hmong (7 states), Russian (7 states), Somali (10 states), and Vietnamese (31 states).4 Different areas of the country had concentrations of different language groups represented in that year. For example, Somali was among the largest language groups in the ELL populations of 10 states. Schools and advocacy organizations in these states could expect to serve Somali ELLs with disabilities and could anticipate the need for Somali-speaking staff, as well as the need for materials in Somali. However, Somali was not one of the largest language groups in the other states, perhaps due to different patterns of Somali refugee resettlement and migration. Global events are also a factor in predicting what groups will require services as a result of trends in immigration and refugee resettlement.

National data on students in special education do provide data on primary disabilities for all students (Data Accountability Center, 2013b). From the data on all students with disabilities we can make some inferences about ELLs with disabilities. In 2009-2010 approximately two-thirds of all students with disabilities ages 3-21 were identified with Specific Learning Disabilities (SLD), Speech/Language Impairments (SLI), Mental Retardation (MR), and Emotional Disturbance (ED). The largest group of students had specific learning disabilities, followed by those with speech or language impairments. It is likely, then, that the largest groups of ELLs with disabilities could have these same primary disabilities. Evidence provided in 2001-2002 by ESL departments in K-12 schools (Zehler et al., 2003) and by a 2006 Office for Civil Rights data collection (Office for Civil Rights, 2013) verified that these disability categories were, in fact, common among ELLs.

Services Received

In 2006, the Office for Civil Rights reported that, nationwide, only about 88% of students with disabilities who were in need of ESL or bilingual instruction actually received it (Office for Civil Rights, 2013). State level data can show variations among ELLs with disabilities who received language support services across racial and ethnic groups. For example, in one Midwestern state 60% of students with disabilities in the Hispanic ethnic group reported that their home language was Spanish. However, only 58% of these Spanish-speaking students were classified as ELLs and the remaining 42% were classified as English proficient. Of the students who were classified as being eligible for ELL services, 7% did not receive them. This information raises questions regarding the accuracy of the disability identification, the accuracy of procedures to determine English proficiency, and whether students were being denied services for which they were eligible.

Program and Service Considerations

The information presented in this article shows the diversity of ELLs with disabilities and some of the variation in this student population across states and across types of organizations serving the students and their families. It is important for educators and others who work with ELLs with disabilities to ensure they understand the characteristics of students in general and specifically of the population in the area they serve. Several recommendations are provided here to consider in developing programs and services for ELLs with disabilities and their families:

Understand that if you serve ELLs or students with disabilities, you most likely serve ELLs with disabilities. These students are a part of both groups, but may have needs that are different from either due to the interaction of students' disabilities and second-language learning processes.

Keep in mind that the labels applied to students are not sufficient to describe students' characteristics. Because there is a great deal of variability in the population of ELLs with disabilities, educators and service providers must look beyond the group name and develop appropriate ways to understand the complex characteristics of the students they serve. They should be sensitive to within-group variation and to changes in group characteristics due to acculturation that occurs over time.

Recognize that descriptions of populations of ELLs with disabilities vary across states and programs, depending on who is identifying the size of the group and for what purpose. No one source of information captures all of the relevant information on students. Each state is unique in the size and make-up of the population of ELLs with disabilities, the prevalence of particular home languages, and other factors relevant to providing appropriate supports and services for students and families. It may be necessary to piece together a knowledge base from multiple sources of information, but this must be done cautiously.

Plan for student and family supports and services that meet the needs of the particular population in your area. Having targeted services and supports that meet the needs of a particular language group, for example, will require staff who are knowledgeable about the characteristics and needs of students and families from that group. Developing this type of knowledge in staff will require specialized staff recruitment and training efforts within a school or organization serving individuals with disabilities. Outreach materials will be needed in both the languages and preferred media of the local population. For example, some groups may be more likely to access information via DVDs or local television while others prefer print information. Organizations should also be prepared for periodic shifts in the language and cultural groups requiring services, due to changes that occur at the local, national and international level.

Know that there will be ongoing issues and challenges in appropriately identifying and serving ELLs with disabilities in schools. The needs of ELL families will fluctuate over time, particularly with newly arriving groups. Research in the field of ELL special education is also evolving rapidly. Educators and policymakers must be flexible and willing to rethink decisions based upon changing circumstances and emerging information.

2 See https://www.ideadata.org/PartBData.asp , Part B Data and Notes, Child Count Data.

3 To calculate the percentage of ELLs we divided the total number of ELLs that states reported in 2009-2010 Consolidated State Performance Reports (available at http://www2.ed.gov/admins/lead/account/consolidated/ sy09-10part1/index.html ) by their projected total enrollment using projected growth rates for Fall 2009 published in the Digest of Education Statistics (Table 34 available at http://nces.ed.gov/programs/digest/d09/tables/dt09_034.asp ).

4 Based on data compiled from 2009-2010 Consolidated State Performance Reports (available at http://www2.ed.gov/admins/lead/account/consolidated/sy09-10part1/index.html ).

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Impact | Volume 26, Number 1 | Who Are English Language Learners with Disabilities?

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English language learners (ELLs) with disabilities represent an increasingly larger segment of the K-12 student population in the U.S. Because of the interaction of their disability and second-language learning processes these students may have unique learning needs that affect teaching and also affect the way students show what they have learned.

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1. This article discusses identification and remediation tips to help ELLs and also ELLs with disabilities from being misdiagnosed or flying under the radar. They give patterns for you to look for such as a history of oral language delay in their native language, family history, and if the child has a specific language area problem such as phonological awareness. For remediation, they recommend an emphasis on English vocab development and using sheltered English techniques to aid in English language learning.

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August, D., & Hakuta, K. (1997). Improving schooling for language-minority children. Washington, DC: National Academies Press.

Bruck, M., Genesee, F., & Caravolas, M. (1997). "A cross-linguistic study of early literacy acquisition." In B. A. Blachman (Ed.)., Foundations of reading acquisition and dyslexia: Implications for early intervention (pp. 145-162). Mahwah, NJ: Erlbaum.

Chiappe, P., Siegel, L. S., & Wade-Woolsey, L. (2002). Linguistic diversity and the development of reading skills: A longitudinal study. Scientific Studies of Reading, 6, 369-400.

Harry, B. (1992). Cultural diversity, families, and the special education system: Communication and empowerment. New York: Teachers College Press.

Genesee, F., Paradis, J., & Crago, M. (2004). Dual language development & disorders: A handbook on bilingualism & second language learning. Baltimore, MD: Brookes Publishing Co.

Gerber, M. M., & Durgunoglu, A. Y., guest editors. (2004). Reading risk and intervention for young English learners (special series). Learning Disabilities Research and Practice, 19, 199-272.

Gersten, R., & Baker, S. (2003). "English language learners with learning disabilities." In H. L. Swanson, K. R. Harris, & S. Graham (Eds.), Handbook of Learning Disabilities (pp. 94-109). New York: Guilford.

Geva, E. (2000). Issues in the assessment of reading disabilities in L2 children: Beliefs and research evidence. Dyslexia, 6, 13-28.

Gunderson, L., & Siegel, L. S. (2001). The evils of the use of IQ tests to define learning disabilities in first- and second-language learners. The Reading Teacher, 55, 49-55.

McCardle, P., Mele-McCarthy, J., Cutting, L., & Leos, K., guest editors. (2005). Learning disabilities in English language learners: Research issues and future directions (special series). Learning Disabilities Research and Practice, 20, 1-78.

Saenz, L. M., Fuchs, L. S., & Fuchs, D. (2005). Peer-assisted learning strategies for English language learners with learning disabilities. Exceptional Children, 71, 231-247.

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Learning Disabilities in English Language Learners

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For English language learners, proper identification of learning disabilities can be crucial to success. The author offers practical tips for identifying learning disabilities and developing appropriate accommodations.

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Ortiz, A. (Director). (2016). Under-identification: Why ELLs may not get the special education services they need [Film]. Colorin colorado. https://www.youtube.com/watch?v=dYEQtvd4ZLo

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Ortiz, A. (Director). (2016). Under-identification: Why ELLs may not get the special education services they need [Film]. Colorin colorado. https://www.youtube.com/watch?v=dYEQtvd4ZLo

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In this video special education professor, Dr. Alba Ortiz describes how under-identified ELLs are in special education the the barriers that they must face to be identified. She mentions how some schools often make teachers wait 2 to 3 years before trying to identify an ELL student even if the child is exhibiting problems as they want to be entirely sure it is not a cultural difference and is a disability issue. It is important to recognize that surface level, it makes sense but overall those 2-3 years of struggling can harm the child's growth and make it so they will almost never be able to catch up to their peers without a sever amount of intervention.

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Under-identification: Why ELLs may not get the special education services they need

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Shafer-Willner, L. (Director). (2016). There is no magic bullet in identifying or serving ELLs with disabilities [Film]. Colorin Colorado. https://www.youtube.com/watch?v=kGUmaWorabc

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Shafer-Willner, L. (Director). (2016). There is no magic bullet in identifying or serving ELLs with disabilities [Film]. Colorin Colorado. https://www.youtube.com/watch?v=kGUmaWorabc

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In this video we have Lynn from WIDA to talk about how to best support ELLs with disabilities in the classroom. She says "I wish there was a magic bullet to pinpoint the best strategy to help this student."

Unfortunately, there is no magic bullet to pinpoint exactly where the student is having issues in the classroom and whether or not it is based on a language barrier or a disability barrier. There is no way to tell what the problem is right away you have to sit and work with the student to be able to identify ways of helping them navigate both the new language and then the problems that come with the disability.

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There is no magic bullet in identifying or serving ELLs with disabilities

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This article is all about how to identify an ELL student who has a learning disability. it talks about the characteristics one might express when being a ELL with an LD and also case examples of what might constitute a student with an LD. the first case study shows that it might not be the student who is the issue but the teacher. She was yelling at them and not giving them visual cues to what she was talking about. They are beginning-level English learners who need visual cues to make those connections. Otherwise, they won't have a point of reference for what you are talking about. Another important thing about the article is that is has a chart that discusses the misconceptions of what an ELL or a person with an LD might be going through.