Challenges in Supporting English Learners with Disabilities in U.S. Schools
A report highlights the ongoing challenges faced by U.S. schools in supporting English learners with disabilities. According to a survey by the EdWeek Research Center, a significant number of educators report insufficient staffing to adequately serve these students. English learners with disabilities, also known as dually identified students, require both language support and specialized instruction for their disabilities. However, the lack of collaboration between general education, English-learner, and special education teachers often results in these students not receiving comprehensive support. The article emphasizes the need for strategic collaboration among educators to meet the complex needs of these students. It also discusses initiatives like the new bilingual special education certification in Texas, aimed at improving support for dually identified students. 
