English Language Learners (ELL) and Special Education

Modern classrooms reflect a wide range of linguistic backgrounds and learning profiles. Among these students are English language learners (ELLs) who may also qualify for special education services. Effectively supporting these learners involves understanding the intersection of language development and individualized education planning. This blog explores best practices for assessing ELL students for special education, clarifies common misconceptions, and provides instructional strategies to support these students. 

A note on language: Students who are learning English do not fit neatly into a single label. We use the common phrases multilingual learner, English language learner, and ELL students along with the acronym ELL, but we recognize that any label is imperfect.

What is ELL in special education?

English language learners who also demonstrate a need for special education create a unique segment of students that are referred to as dually identified learners, also known as dually classified learners. Dually identified students have two distinct needs: support in learning English and targeted intervention for their academic learning differences. These students are not yet English proficient according to their English Language Proficiency (ELP) test results. They, therefore, require English Language Development (ELD) instruction. Additionally, these students have academic learning differences that require targeted intervention.

Is ELD instruction special education?

ELD instruction is not a form of special education (SPED), and English learners should not be placed in intervention solely due to language needs. English Language Development instruction supports students who are simply learning a new language. A student’s developing English proficiency alone does not warrant special education placement.

Special education is specially designed instruction provided to eligible students. Students who qualify for special education receive individualized, prescriptive instruction with specific strategies for data collection and progress monitoring, as outlined in their Individualized Education Plans (IEPs). Students who have not demonstrated academic learning differences continue to receive high-quality instruction in the general education classroom along with language scaffolds appropriate to their English proficiency level.

Characteristics of dually identified ELLs

When considering special education eligibility, look for evidence of disability that persists across languages and contexts and is not primarily attributable to second-language acquisition. Patterns showing limited progress despite well-implemented, proficiency-aligned instruction and targeted scaffolds—and present in both the student’s primary language and English when data is available—are vital signals for dual identification. 

Overidentification and overrepresentation of ELL students in special education

Because the differences between language needs and academic needs are often misunderstood, English learners can sometimes be overidentified for special education services. Low results from literacy testing—often due to a lack of language proficiency-aligned language scaffolds—have led to students being erroneously identified as needing intervention. According to a WIDA Focus Bulletin, current national analyses show a disproportionate classification pattern: Nearly 45% of English language learners who are dually identified under the Individuals with Disabilities Act (IDEA) are classified with Specific Learning Disabilities (SLDs). In comparison, only 35% of non-English language learners are identified with SLDs. 

This misidentification fuels overrepresentation of ELL students in special education and can limit access to grade-level content, lowering rigor and academic expectations. Research from the Mid-Atlantic Equity Consortium (MAEC) indicates that older ELLs are more likely to be overrepresented, and that students in English-only immersion programs are identified at higher rates than peers in bilingual or modified immersion settings. 

Reasons for misidentification of special needs among ELLs

Parsing out English learners’ language needs and academic needs can often be a challenge, even with strong assessments in place. Test results are often skewed and lead to misidentification due to English Learners not having appropriate language accommodations to access test content. When this happens, results are misinterpreted as learning differences instead of unmet learning needs. Several factors consistently contribute to this reality: 

• Inadequate/invalid assessment tools for students in the process of acquiring English
• Lack of bilingual evaluators and interpreters
• Limited educator training and preparation in second-language acquisition
• Pressure to address underperformance quickly with special education referrals
• Over-reliance on English-only assessments for eligibility decisions 

Assessing ELL students for special education

English language learners’ potential need for dual identification and special education services should be assessed without their English proficiency negatively influencing results. Effective assessments should always measure the intended construct (content knowledge or literacy) while actively reducing language barriers.

To prevent conflating language acquisition with disability, especially for literacy-related concerns, WIDA recommends the following guidelines for accurate identification:

• Use multiple evidence sources (classroom performance, progress monitoring, observations, family input) rather than a single test result.
• Consider time in US schools and current ELP level; evaluate whether adequate, proficiency-aligned instruction has been provided before referral.
• Gather data, including student work samples, in both languages if possible to check whether difficulties are present across languages.
• Adopt a team-based problem-solving approach. Include ELD, special education, and core content teachers—as well as families—with ongoing progress monitoring and instructional responses prior to eligibility decisions. 

When assessing students, it is also important to provide effective scaffolding. Doing so ensures assessments measure content knowledge by reducing language barriers without lowering rigor. Use supports like sentence frames, word banks, visuals, and read-alouds to clarify instructions and minimize language load while preserving the academic construct. Provide alternative response modes when appropriate, and analyze results to distinguish language challenges from conceptual misunderstandings. The goal: Allow students to demonstrate what they know without being penalized for developing English skills.

ELL strategies for special education

There are four hallmarks to pay attention to when supporting dually identified students: asset-based approaches, integrated language-and-content instruction, targeted academic language scaffolds aligned to English proficiency levels, and robust visual/audio supports. There are plenty of students who are correctly identified as needing both ELL supports and special education. If you’re finding yourself in a situation where you need to teach to this population, here are some strategies:

• Integrate language development goals with academic content: Design lessons that simultaneously build language skills and content knowledge. Provide explicit scaffolds for social language (language used in social settings) and academic language, plus frequent practice opportunities across the four domains of reading, writing, speaking, and listening.
• Leverage cognates and contrastive analysis: Use cognates (words in two different languages that share a common origin or meaning and often a similar spelling and pronunciation) to build confidence and connect prior knowledge.
• Embed academic vocabulary and language supports: Pre-teach and reinforce academic content vocabulary with visuals, morphology, and sentence frames. Offer structured speaking/writing routines (e.g., sentence starters, discussion protocols).
• Incorporate visual and audio supports: Use visual models, graphic organizers, manipulatives, and audio supports (read-alouds and recorded directions) to reduce language load while preserving task rigor.
• Encourage collaboration and peer support: Strategically pair or group students to promote language development, confidence, and a sense of community.

Collaboration between general education, ELD, and special education teachers

Another thing to consider as a general education teacher to this population is collaborating with ELD and special education teachers. Shared planning, clear roles, and frequent communication ensure coherent supports that allow students to thrive. Teams should review multiple measures of student progress together, integrating language development goals with IEP objectives. Regular check-ins and family engagement in the family’s preferred language help create a holistic picture of English language learners’ growth and ensure decisions are supporting English acquisition and academic content knowledge and skills. 

By understanding the complexities of dual identification and implementing targeted instructional strategies, educators can create environments where all students are empowered to succeed.