Building a pathway of optimal support for English language learners in special education

Historically, neither a positive nor a supportive relationship existed between the population of students designated English language learners (ELLs) and the field of special education. Children’s lack of English proficiency was often misinterpreted as a disability and they were referred for special education, whereas others who actually had a disability were misdiagnosed as lacking English proficiency and denied special education services. This article delineates the many problems experienced by ELL students at the identification/referral, evaluation, and placement phases of special education and describes a set of preservice modules that were designed for special education teacher candidates to learn about and develop strategies for working with students of diverse language backgrounds. Keywords English language learners, English language proficiency and disability, special education teacher preparation, preservice teacher education In all facets of education, a primary objective has been to match instructional services to th