A long-standing concern in special education has been the over-representation of English learners in special ed. In 2006 English learners were 27% more likely to be placed in special education in the elementary grades and almost twice as likely to be placed in special education in secondary grades as their English proficient peers. Academic problems due to learning disabilities are often difficult to distinguish from other possible environmental factors such as ineffective academic instruction, language proficiency, language instructional support, cultural influences, and motivation. It is a complex issue that raises that question whether English Learners are experiencing academic difficulties due to learning disabilities which require early and intensive intervention that can be provided through the school’s supplemental intervention services, or if special education is truly necessary.
The 2004 reauthorization of the Individuals with Disabilities Education Act emphasizes early intervention and accountability, as it acknowledges that the disproportionate numbers of culturally and linguistically diverse students referred to special education must be reduced. There is an urgent call for effective early intervention approaches targeting English learners, with the view that inappropriate special education referrals, school failure, and other negative outcomes could be prevented if strong, evidence-based practices are in place early on.