Understanding the Characteristics of English Learners with Disabilities to Meet Their Needs during State and Districtwide Assessments. NCEO Brief Number 24

The purpose of this Brief is to highlight available federal data about the characteristics of English learners with disabilities, including how the population has changed over time. Understanding the characteristics of English learners with disabilities is critical to ensuring that their needs are m...

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Bibliographic Details
Published inNational Center on Educational Outcomes
Main Authors Wu, Yi-Chen, Thurlow, Martha, Liu, Kristin
Format Report
LanguageEnglish
Published National Center on Educational Outcomes 01.10.2021
Subjects
Disability Identification
Educational Legislation
Elementary Secondary Education
English Language Learners
Equal Education
Federal Legislation
Geographic Location
Inclusion
Standardized Tests
Student Characteristics
Student Evaluation
Student Needs
Student Placement
Students with Disabilities
Symptoms (Individual Disorders)
Testing Accommodations
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Summary:The purpose of this Brief is to highlight available federal data about the characteristics of English learners with disabilities, including how the population has changed over time. Understanding the characteristics of English learners with disabilities is critical to ensuring that their needs are met appropriately during the assessment process. Three characteristics are highlighted: (a) percentage of all students with disabilities identified as English learners, (b) disability categories of English learners with disabilities, and (c) classroom placements of English learners with disabilities. The implications of these characteristics for assessment are discussed in this Brief.