Guidelines for Referral and Identification of English Learners with Disabilities

The following guidance documents have been developed to assist the identification and instruction of English learners who do not make expected academic progress in school and who may benefit from individualized, intensive intervention services provided through The Individuals with Disabilities Education Act (2004).

The two key question checklistsReferral and Identification of English Learners with Disabilities and Multi-Tiered Systems of Support Literacy/Reading Instruction for English Learners are informal assessment tools developed by Ohio educators to provide more consistent and well-rounded assessment within the referral and identification processes established at the local level for English learners and students with disabilities. The checklists are presented as a list of guiding questions developed by practitioners to support the provision of school intervention for English learners with suspected disabilities. 

Note: As described by the Individuals with Disabilities Education Act, parents and guardians of students who are learning English have the right to receive all communications regarding special education referral and assessment in a language that is understandable. Written translations and the use of interpreters should be provided to assure that culturally and linguistically diverse parents are informed and able to participate meaningfully in the education of their children and youth.

Last Modified: 8/1/2017 2:35:54 PM