finds “no proven method” for best identifying and serving English-language learners with disabilities. However, based on the policies of 20 states with the highest population of ELLs, the report from the Regional Educational Laboratory West at WestEd does offer guidance for states or districts, including:
• Different, or additional, assessments from those used to place English-speakers in special education.
• Accommodations based on a student’s status both as a student with a disability and as an English-learner, not one or the other.
• Exit criteria for English-language-support programs for English-learner students in special education.
A version of this article appeared in the August 05, 2015 edition of Education Week