Promoting Equitable Reclassification of English Learners with Disabilities 15 access to high-quality language services, dually identified students lack the support they need for ELP growth. Other mindsets that focus on the perceived limited cognitive and linguistic capabilities of ELs with disabilities are also pervasive among educators. Because such beliefs challenge efforts to effectively support the linguistic and academic development of dually identified students, EL and special education SEA leaders are encouraged to collaborate on initiatives that aim to shift educator mindsets. For example, LEAs may benefit from “myth busting” resources and professional learning sessions that challenge long-held deficit views of ELs with disabilities. The National Center for Systemic Improvement’s resources on Pursuing Equity at the Intersection of Language, Culture, and Disability may be useful to SEA leaders in their efforts to challenge misconceptions. • Encourage opportunities for educators to come together: As siloes remain a barrier to collaborations in LEAs for dually identified students (Kangas, 2017), opportunities for EL and special educators to come together will be valuable. State leaders across EL and special education offices could partner on summits and workshops that address topics of relevance to both parties, including reclassification. For states that require team-based approaches to exiting, in particular, workshops on interpreting student ELP data and making evidencebased reclassification recommendations would be valuable. • Support the examination of learning opportunities: High-quality instruction and services are necessary for the linguistic and academic growth of ELs with disabilities. Yet, dually identified students face barriers in accessing rigorous instruction and dual services. In response, SEAs should encourage LEAs to examine the learning opportunities of dually identified students by advocating for observations of instruction and for audits of students’ schedules and courses. Through these data, LEAs can better understand whether ELs with disabilities have access to high-quality learning opportunities. An example of LEAs auditing their practices for dually identified students is featured in The New Mexico Guide on Identifying and Serving English Learner Students with Disabilities. In the wake of new and revised general and alternate ELP assessments, many states are revisiting their reclassification criteria and procedures for ELs with disabilities. The above the trends, research findings, and related recommendations aim to assist SEA leaders in these efforts as they strive for equitable reclassification policies of dually identified students in their states. The research reported in the brief was made possible by a grant from the Spencer Foundation (#202300087). The views expressed are those of the authors and do not necessarily reflect the views of the Spencer Foundation. Suggested citation: Kangas, S.E.N. (2024). Promoting equitable reclassification of English learners with disabilities. The Center for Promoting Research to Practice. College of Education. Lehigh University
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