Practice Report

English Learners With Significant Learning Difficulties or Disabilities: Recommendations for Practice

Linda O. Cavazos, Alba Ortiz, Elsa Cardenas-Hagan, Leticia Romero Grimaldo, Shannon Giroir, Julie Esparza-Brown, and Amanda K. Sanford
June 2021 | U.S. Office of Special Education Programs

This brief from the U.S. Office of Special Education Programs is the third in the series of five and features the work of three model demonstration projects that support the language and literacy needs of English learners (ELs) with and without reading-related disabilities in grades 3 to 5. This brief focuses on a culturally and linguistically responsive multi-tiered systems of support framework, with an emphasis on effective interventions and decision-making for ELs with significant learning difficulties or disabilities. It provides support in the following: identification of ELs who need Tier 3 intervention, design and delivery of Tier 3 language and reading interventions for ELs, special education referral decisions, and culturally and linguistically responsive special education services.