Working with Dually Classified Learners
February 6, 2019
By: Wendy Farr
Source: Edutopia
Many students in special education struggle with language. Those diagnosed with special needs who are also English language learners (ELLs) have specific, unique needs. These dually classified learners are identified with a disability and are eligible for both special education and English as a second language or bilingual services. As teachers, we are often underprepared to work with this population in our classrooms.
The U.S. Department of Education estimated in 2015 that 184,000 of the nation’s 2.9 million students enrolled in programs for ELLs had disabilities. Only 63 percent of ELLs graduate from high school, compared to the national rate of 82 percent. The discrepancy is most likely even larger for students who are dually classified, though getting exact numbers is difficult. Providing these students with the support they may need in our classrooms is a real challenge for teachers.