Researchers have found that English language/multilingual learners are increasingly over- or under-identified for special education services.

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This full-day professional learning opportunity will build educators' knowledge about the differences between language acquisition and possible disabilities, and help educators develop or refine the processes their districts use to properly identify Twice-Exceptional multilingual learners. The program will highlight the increasing diversity in student populations across New York State, the growing percentage of ELLs/MLLs, and the challenges they face in the classification process for special education.
 

In the first half of the day, we will cover relevant laws and regulations. Participants will explore the diversity within ELL/MLL subpopulations, the stages of language acquisition, and the distinction between social and academic language. The process of identifying ELLs needing additional support, and the role of the Committee on Special Education (CSE) will also be addressed. 

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The second half of the day will allow participants the opportunity to create a district-wide process for identifying ELLs/MLLs with a potential disability, or review and improve their current process, with the assistance of the facilitators.