English learners with disabilities graduate from high school at lower rates than non-disabled, non-minority peers. These students face complex learning and performance challenges because of their learning disabilities and lack of English proficiency. The qualitative research question addressed how ten adult alternative high school English learners…

In 2017-18, the number of learners ages 3-21 who received special education services under the Individuals with Disabilities Education Act (IDEA) was 7.0 million, or 14% of all public-school learners. Of that 7.0 million, 13% were Hispanic learners (NCES, 2019). Among ELLs with disabilities, nearly 50% had specific learning disability, and 21%…

Long-term English Learners (LTELs) are the largest population of English learners (ELs) in secondary grades. In California, approximately 30 percent of these students are dual- identified, meaning they are identified as having a disability and being an EL, with a historical overrepresentation in the learning disability (LD) category. Despite the…

Writing is an essential skill that people use throughout their lifetime. Although previous systematic reviews and meta-analyses had reviewed the effect of writing interventions on students with learning disabilities and English learners, we know little about the effective writing process-types interventions for English learners with or at risk for…

This dissertation consists of three empirical studies that explore the educational experiences and trajectories of English learners (ELs) and students with disabilities. The first study uses longitudinal data from four large California school districts to examine the characteristics of long-term ELs (LTELs) and former ELs--those reclassified as…

This article positions the core-selective evaluation process (C-SEP), a pattern of strengths and weaknesses (PSW) model of identifying specific learning disabilities (SLD), within guidelines and best practices recommended for assessing English learners. C-SEP is a broad approach that utilizes multiple sources of data to establish underachievement,…

Effective mathematics education for Latinx students with learning disabilities (LD) necessitates teachers who uphold high academic expectations, facilitate access to rigorous math curricula, and champion inclusive and meaningful student participation. This study delves into teachers' perspectives on instructing Latinx students with LD, including…

Mathematical word problems present various challenges for students, including English learners. Research on word problem-solving interventions for elementary English learners with or at risk for mathematics disabilities/difficulties was reviewed. A systematic search of studies conducted between 2012 and 2022 yielded a total of 14 research studies…

Studying English is challenging and, for many learners, undiagnosed learning disabilities can present a serious threat to their success. Recent studies indicate that up to 10% of the world population has a non-apparent disability, such as autism or dyslexia. At the same time, few English language learner (ELL) instructors in higher education have…

Under federal law, parents have the right to decline, or waive, English language support services when their child is identified as an English learner (EL) in school. In this study, we focus on this important subgroup of ELs--referred to as waived ELs--at the understudied intersection of EL status and special education (SPED) status. Using…

Under federal law, parents have the right to decline, or waive, English language support services when their child is identified as an English learner (EL) in school. In this study, we focus on this important subgroup of ELs--referred to as waived ELs--at the understudied intersection of EL status and special education (SPED) status. Using…

Teacher preparation for problem-solving instruction is essential to meeting the math needs of English learners (ELs) with math learning disabilities (MLD) in U.S. public schools. In investigating this instruction with Hispanic ELs with MLD, this study focused on how professional development supported one special educator's implementation of…

Students who have remained classified as English Learners (ELs) for more than six years are often labeled "Long-term English Learners" (LTELs). The present study examined the English Language Development (ELD) test scores and demographic information in a group of 560 students identified as LTELs. Despite assumptions that these students…

The investigators sought to determine whether education evaluators, mainly school psychologists, complied with federal, state, and professional practice guidelines when assessing English learning (EL) school-aged children suspected of a learning disability in three northern California school districts. In accordance with the Individuals with…

Few studies have considered academic vocabulary interventions for students who have learning disabilities (LD) and also are English learners (EL). This research explored the effects of the third year of the Creating Habits that Accelerate Academic Language of Students (CHAAOS) vocabulary intervention for eighth-grade students who received English…