English Learners with disabilities are one of the most underserved student groups in our schools, often experiencing fragmented services that separate language development from specialized instruction. This session addresses a critical systems gap: ensuring that multilingual learners/English Learners with IEPs receive both Dual Language (bilingual) and Special Education services in an integrated, equitable manner.
Participants will explore the legal, instructional, and equity foundations that require dual service delivery, including key implications from Lau v. Nichols, IDEA, and Title VI. Through real-world scenarios and data trends, the session will highlight how lack of collaboration between Dual Language and Special Education teams contributes to lower academic outcomes, stalled language development, and increased rates of Long-Term English Learners (LTELs).
