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ERIC Number: ED529989
Record Type: Non-Journal
Publication Date: 2006-Aug
Pages: 23
Abstractor: ERIC
Reference Count: 18
English Language Learners with Disabilities: Identification and Other State Policies and Issues. inForum
Keller-Allen, Chandra
Project Forum
States and localities face a range of issues related to English language learners (ELLs) or limited English proficient (LEP) students with disabilities, including referral and identification, service delivery, staffing, data collection and parent outreach. Much of the research has focused on the identification process and has shown that there are patterns of both overrepresentation and underrepresentation of ELLs in certain disability categories of special education. This document presents current policy issues pertaining to LEP students with disabilities. This analysis includes background information and data from interviews with representatives identified by each state director of special education in seven states regarding current state staffing, initiatives and policies that focus on identifying ELLs as students with disabilities. A resource list based on the interviews and a search of all 51 state department of education websites is included in the appendix. (Contains 8 footnotes.)
Project Forum. Available from: National Association of State Directors of Special Education. 1800 Diagonal Road Suite 320, Alexandria, VA 22314. Tel: 703-519-3800; Fax: 703-519-3808; Web site:
Publication Type: Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: Office of Special Education Programs (ED/OSERS)
Authoring Institution: National Association of State Directors of Special Education (NASDSE), Project Forum
Identifiers - Location: Alaska; Arkansas; California; Florida; Kansas; New Mexico; Texas
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act; No Child Left Behind Act 2001
IES Cited: ED558163