Processes and Challenges in Identifying Learning Disabilities Among Students Who Are English Language Learners in Three New York State Districts.

This study examines practices and challenges in the processes applied in three New York State districts in identifying learning disabilities among students who are English language learners. It identifies eight challenges to the identification of learning disabilities in English language learner students and suggests five interrelated elements that appear to be important for avoiding misidentification of learning disabilities among students who are English language learners.