A Content Analysis of Publicly Available Information About English Learners With Disabilities: Patterns, Policies, Omissions

• In Event: Perception, Assessment, and Outcomes of Multilingual Learners With Exceptional Abilities

Abstract

Dually identified students, that is classified English Learners (ELs) with documented disabilities, are legally entitled to receive services that support both their disability status and EL classification. Little is known, however, how State Education Agencies (SEAs) support educators and families in ensuring the specific needs of this population are met. In this paper, we utilized content analysis to review publicly available resources for supporting dually identified students on SEA websites. Preliminary analysis revealed few states provide resources for dually identified students and that the most commonly available documents and resources are developed for practitioners and administrators rather than families. Additionally, most documents are relevant to identification and assessment practices with fewer devoted to curriculum and instruction.

Authors

• Christine Montecillo Leider, University of Massachusetts - Boston

• Hyejung Kim, Binghamton University - SUNY

• Diana Baker, Hobart and William Smith Colleges

• Claudia Rinaldi, Lasell College

• Patricia Garcia, Geneva City School District