LD Blog

As do most such organizations, the National Association of State Directors of Special Education (NASDSE) disseminates products it has developed. NASDSE recently released one on students who have disabilities and also are considered English Language Learners. This is an important issue for many categories of special education, but especially in Learning Disabilities, because the risk of language differences either masquerading as LD (false positive) or masking LD (false negative) are great. The product is entitled, “English Language Learners with Disabilities: Identification and Other State Policies and Issue.”

This In-Depth Policy Analysis includes background information and data from interviews. Interviews were conducted with representatives from each special education unit in seven states regarding current state staffing and initiatives and policies that focus on identifying English language learners as students with disabilities. Background topics covered include prevalence data and disproportionality research; extant outcome data; and federal policy and court rulings. Findings include state staffing; state activities; state policies; state personnel preparation and certification; key challenges; and best practice and policy recommendations from states. A resource list is included.

Link to the NASDSE publication, “English Language Learners with Disabilities: Identification and Other State Policies and Issue.”