English learners (ELs) with disabilities, also called English language learners (ELLs) with disabilities, include students who are progressing toward English language proficiency and who have disabilities for which they receive services or supports through an Individualized Education Program (IEP) or 504 accommodation plan. In grades K-12, ELs with IEPs account for about 9% of all students with IEPs. ELs with IEPs include those students –
whose native language is other than English or whose English language proficiency has been affected by another language or languages as a result of bilingualism/multilingualism, regardless of whether they were born in the United States or abroad,
whose difficulties in speaking, listening, reading, or writing in the English language may be sufficient to deny them the ability to successfully achieve in classrooms where the language of instruction and assessment is English, and
whose disabilities represent one or more disability categories (autism, deaf blind, developmental delay, emotional disturbance, hearing impairment and deafness, intellectual disability, multiple disabilities, other health impairment, orthopedic impairment, specific learning disability, speech language impairment, traumatic brain injury, and visual impairment and blindness).
States have widely varying percentages of ELs with disabilities. For example, according to the U.S. Department of Education, in the 2013-14 school year ELs with IEPs represented anywhere from fewer than 1% to 31% of a state’s population of students with IEPs. Accurate counts of ELs with 504 plans are not available.
ELs with disabilities who have IEPs may be identified as having one or more of 13 disability categories recognized in federal policy. The categories and the approximate percentage of students identified with these disabilities who were also ELs in 2013 were:
Deaf Blind (6%)
Developmental Delay (9%)
Emotional Disturbance (3%)
Hearing Impairment and Deafness (12%)
Intellectual Disability (9%)
Multiple Disabilities (5%)
Other Health Impairment (5%)
Orthopedic Impairment (12%)
Specific Learning Disability (12%)
Speech Language Impairment (12%)
Traumatic Brain Injury (6%)
Visual Impairment and Blindness (9%)
ELs with disabilities have both language- and disability-related needs that vary for each student. Successful instruction and assessment for ELs with disabilities are contingent on recognizing and addressing their unique needs.
NCEO is supported primarily through a Cooperative Agreement (#H326G160001) with the Research to Practice Division, Office of Special Education Programs, U.S. Department of Education. Additional support for targeted projects, including those on English learners, is provided by other federal and state agencies, and other educational organizations. The Center is affiliated with the Institute on Community Integration at the College of Education and Human Development, University of Minnesota. Opinions expressed on this website do not necessarily reflect those of the U.S. Department of Education or Offices within it.