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WIDA Identifying ELLs with Specific Learning Disabilities ...

WIDA FOCUS ONIn This IssueRecent Rates for Identifying ELLs for Disabilities2 Considerations for Improving School Team Processes4 Identification Toolkits for ELLs with Specific Learning Disabilities4 Innovative Ways to Think About Student Data4 Supporting Evidence Gathering About Students7 Related ELLs with Disabilities Resources from WIDA9 References9 IntroductionNationwide, the majority of English language learners (ELLs) who have been identified as having a disability are classified as having a language and literacy-related disability known as a Specific Learning Disability (SLD). What exactly are SLDs? As defined in the Individuals with Disabilities Act of 2004, SLDs refer to a psychological processing disorder in understanding or using spoken or written language. Three of the most common (and often overlapping) SLDs are in the area of auditory processing, dyslexia, and dysgraphia (Center for Parent Information and Resources, 2014). Yet there are growing concerns around referrals for this category of Disabilities .

Caveats about this map: • Snapshot data • EL status is temporary and continually changing • Be aware of within state and across state differences in identification approaches Figure 1. Snapshot of percentage of ELLs (by state) identified for disabilities in 2013–2014. No data for

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