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Identifying and Supporting English Learner Students with Learning Disabilities: Key Issues in the Literature and State Practice. REL 2015-086

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Bibliographic Details
Title: Identifying and Supporting English Learner Students with Learning Disabilities: Key Issues in the Literature and State Practice. REL 2015-086
Language: English
Authors: Burr, Elizabeth, Haas, Eric, Ferriere, Karen, Regional Educational Laboratory West (ED), WestEd, National Center for Education Evaluation and Regional Assistance (ED)
Source: Regional Educational Laboratory West. 2015.
Availability: Regional Educational Laboratory West. Available from: Institute of Education Sciences. 555 New Jersey Avenue NW, Washington, DC 20208. Tel: 800-872-5327; Web site: http://ies.ed.gov/ncee/edlabs/
Peer Reviewed: Y
Page Count: 62
Publication Date: 2015
Contract Number: ED-IES-12-C-0002
Document Type: Reports - Research
Education Level: Elementary Secondary Education
Descriptors: English Language Learners, English (Second Language), Learning Disabilities, Second Language Learning, Student Placement, Special Education, Disproportionate Representation, Educational Policy, Disability Identification, Student Needs, Academic Accommodations (Disabilities), Testing Accommodations, Criteria, Response to Intervention, Guides, Educational Resources, Standardized Tests, Parent Participation, Data Collection, State Standards, State Policy, Literature Reviews, Elementary Secondary Education
Abstract: 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.
Abstractor: As Provided
IES Funded: Yes
IES Publication: https://ies.ed.gov/ncee/edlabs/projects/project.asp?ProjectID=4483
Entry Date: 2015
Accession Number: ED558163
Database: ERIC
Description
Abstract: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.