Language Learning vs Language Disability

This session will give an introductory overview of the intersectionality between the work of speech and  language and English as a new language professionals. When students are identified as English  language learners (ELLs) in New York state, and could also be considered as a student with a disability,  what are the important questions that speech and language professionals could ask? As a basis for  understanding why this work is important, we will begin with a look at the disproportionality of ELLs  in special education, especially in the area of speech and language. Participants will also discuss how  language progression and language disability mirror each other and what questions speech and  language professionals can ask when ELLs are being considered for special education services. Lastly,  we will examine how speech and language professionals can support the conversation before and  during the identification process to mitigate disproportionality, and how to best support students who  are dually identified as English language learners with disabilities.