Some English language learners have Special Education needs. They are as likely as any other student to be intellectually gifted, to have a learning disability or a behavioural disorder, or even to have multiple exceptionalities.
Source: Supporting English Language Learners - A practical guide for Ontario educators, Grades 1 to 8, Ontario Ministry of Education, 2008, p. 43
Where special education needs have been identified, either in the initial assessment or through later assessments, students are eligible for ESL or ELD services and special education services simultaneously.
The administration and interpretation of psycho-educational assessments should be linguistically appropriate (i.e.,tests should be administered in the student’s dominant language or with the assistance of a bilingual educator whenever possible). As well, assessors should use more than one instrument or set of instruments in considering the learning characteristics and describing the performance of English language learners. Assessors should also take into account the student’s prior opportunities for learning.
The development of an Individual Education Plan (IEP) for an English language learner needs to take into consideration both needs related to language learning and needs related to the student’s exceptionality.
Supporting English Language Learners - A practical guide for Ontario educators, Grades 1 to 8, Ontario Ministry of Education, 2008, p. 43-46
Identification, Assessment, and Instruction of English Language Learners with Learning Difficulties in the Elementary and Intermediate Grades: A guide for educators in Ontario school boards, Adelson, Geva, and Fraser, 2015