Identifying and supporting English learner students with learning disabilities: Key issues in the literature and state practice

Prepared by the Regional Educational Laboratory (REL) West at WestEd, this report investigated 2 main questions: 1) What issues do previous studies raise about identifying, assessing, and supporting English learner students with learning disabilities? and 2) What procedures, including guidelines and protocols, do the 20 states with the largest populations of English learner students use to identify, assess, and support English learner students with learning disabilities? The document provides an annotated literature review and current state procedures for assessing and supporting English learner students with learning disabilities. The report is of interest to policy makers revising and/or modifying such procedures. 

Link: http://ies.ed.gov/ncee/edlabs/regions/west/pdf/REL_2015086.pdf

Citation:

Burr, E., Haas, E., & Ferriere, K. (2015). Identifying and supporting English learner students with learning disabilities: Key issues in the literature and state practice. Washington, DC: US Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory West.