In the U.S., there are approximately 5.2 million English learners, 16% of whom also have disabilities, making them eligible for both English-language instruction and special education services. However, there is confusion and inconsistency among schools regarding how to properly address the needs of these dual-identified students. Laurene Christensen, director of accessibility research at WIDA, notes that many states lack clear guidance on meeting both the English-language and disability-related needs of these students. Educators often struggle to differentiate whether a student’s need for extra support is due to their disability or because they are still learning English.
