English Learners with Suspected Disabilities
This resource provides basic information and resources for teachers of English learners to plan instruction and participate in the school’s intervention processes. It includes considerations related to a multilingual learner’s language-related disabilities and access to effective instruction as defined by the Individuals with Disabilities Education Act.
Table of Contents:
This resource covers the topics listed below. Select a topic to jump to that section.
The Role of the English Learner Teacher
Depending upon the local school program, some teachers of English learner students provide language instruction to the same individuals over several years. They become very knowledgeable about their students, understanding their students’ language and academic skills, academic progress, and the impact of their cultural backgrounds. As language acquisition specialists, English learner teachers can consult with others regarding the current levels of progress of their multilingual learners. When there are concerns over an individual student’s language development, academic progress, and other indicators, the English learner teacher can contribute valuable input and data to better understand the whole child with respect to their language development. The English learner teacher may be able to interpret student data within the context of data that may be available from peers with similar language and cultural backgrounds.
During the pre-referral intervention and assessment of English learner students for potential disabilities, it is very important to solicit input from the English learner teacher. To minimize culturally and linguistically-biased interpretations of student’s skills and abilities, a specialist with knowledge of the individual student’s language and cultural background may be a member of the intervention, evaluation, or IEP team as defined by the Individuals with Disabilities Education Act.
- Pre-referral teams consult with the English learner teacher on what the typical and atypical processes of acquisition of English look like. The student may be following the expected pattern.
- Evaluation team members consult with the English learner teacher on the stages of language acquisition and where the student is in each one of the domains: speaking, listening, reading, and writing. This information can explain performance in the general education classroom and in curriculum-based and standardized tests.
- The English learner teacher may provide progress monitoring data. The English learner may have been receiving Tier 1, 2, or 3 English learner instruction. If considering a specific learning disability, then this information can support the decision.
The English learner specialist may also help gather data for the referral:
- History of formal academic instruction in home country
An important task for the team is to obtain information on what the education system is in their student’s home country.
- History of formal academic instruction in U.S. schools
The time the student has been in U.S. schools and the type of instruction (such as full immersion, dual-language program, English language development, or sheltered instruction) along with attendance data.
- History of interventions
Document any intervention and progress the student has made.
- Health and developmental history
Assist in working with the family to gather information regarding prenatal health, birth, and development.
- Social, emotional, and behavioral functioning
Provide information on how the student relates to peers and adults, if the student is well-oriented around the school, documented behavioral incidents (such as in-school or out-of-school suspensions), and the overall mood the student displays daily.
- Academic performance: current and trends
Document current levels in English acquisition.
- Access to and use of accommodations
Provide information on accommodations for state tests, such as extra time, use of approved dictionaries, and translations. Consult the Ohio Accessibility Manual.
Visit the Special Education page on the Ohio Department of Education and Workforce website for information on this process.
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Individualized Education Program (IEP) Development
- Consult with the English learner teacher and others with linguistic and cultural expertise relevant to the individual student.
- Incorporate appropriate and allowable testing accommodations for state tests including those defined for the Ohio English Language Proficiency Assessment (OELPA) and the Alt-OELPA.
- Determine whether English learner students with the most significant cognitive disabilities qualify to take the Alternate OELPA.
Instructional supports that teachers provide all English learners, regardless of proficiency level:
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Dually-Identified English Learners
English learners are eligible for all services for which they qualify. An English learner with an IEP receives both Special Education and English Learner services.
For students with the most significant cognitive disabilities, use the English Learner Proficiency Standards - Extended to guide instruction. Administer the Alternate Ohio English Language Proficiency Assessment (Alt-OELPA), if the student qualifies and it is noted on the IEP. For information on domain exemptions, see Accessibility and Accommodations.
Best practices for serving dually-identified English learners:
- Collaborate with the English learner teacher and the Intervention Specialist to determine how to best meet the needs of the student.
- Provide services based on the disability, needs, and IEP goals.
- Designate pull-out time with the English learner teacher.
- Offer classroom support from the English learner teacher.
- Consult Teaching Students with Disabilities.
- Continue to administer the OELPA (or the Alternate OELPA) until the student scores as Proficient.
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Resources
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These resources aim to bolster academic, student wellness, and college and career outcomes for Ohio's English learners. Resources were created through a collaborative effort between the Ohio Department of Education and Workforce and The Ohio State University's Center on Education and Training for Employment along with a dedicated group of family advocates, community leaders, school district staff, and teachers.
Last Modified: 3/6/2025 11:29:35 AM