Meeting the Needs of English Language Learners With Learning Disabilities in the General Curriculuam

Abstract

To be academically successful in general education classrooms, English language learners (ELLs) with learning disabilities (LD) need instruction that is simultaneously responsive to their disability, English language status, and culture. Because the majority of students with LD have reading disabilities, ESL and classroom teachers must be familiar with instructional strategies that will support language and literacy development in the content areas. This article provides an overview of instructional characteristics of ELLs with LD, and offers a framework for instructional planning and collaboration between content area, ESL, and special education teachers to ensure that students can be successful in the general education curriculum.