Learning Disabilities in English Language Learners: Identification and Support, with Annotated Bibliography

Kathleen McKinney (Editor)

Series: Disability and the Disabled – Issues, Laws and Programs
BISAC: EDU026020



Volume 10

Issue 1

Volume 2

Volume 3

Special issue: Resilience in breaking the cycle of children’s environmental health disparities
Edited by I Leslie Rubin, Robert J Geller, Abby Mutic, Benjamin A Gitterman, Nathan Mutic, Wayne Garfinkel, Claire D Coles, Kurt Martinuzzi, and Joav Merrick


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No single method has proven effective in differentiating between English learner students who have difficulty acquiring language skills and those who have learning disabilities. As a result, schools, districts, and states struggle with this issue. Misidentified students can end up in classrooms or programs mismatched to their needs, which could hamper their educational achievement.

Research describes key elements of processes that can help identify and suggest appropriate services for English learner students with learning disabilities, and some states incorporate these elements into operational procedures, guidelines, and protocols. This book describes these key elements to inform policymakers interested in developing more effective procedures for identifying, assessing, and supporting English learner students who may have learning disabilities.
(Imprint: Nova)


Identifying and Supporting English Learner Students with Learning Disabilities: Key Issues in the Literature and State Practice
(Elizabeth Burr, Eric Haas, Karen Ferriere)

National Symposium on Learning Disabilities in English Language Learners: October 14-15, 2003, Workshop Summary
(Rose Li and Associates, Inc.)


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