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Improving Outcomes for English Learners with Disabilities (WEBPAGE)

This is a padlet with resources developed by the Imperial County SELPA  and curated from existing resources to support and improve outcomes for English Learners with Disabilities. The padlet includes:  1. Resources developed as part of  SELPA Content Leads in the California Statewide System of Support.  2. California Practitioners Guide for Educating English Learners with Disabilities and PowerPoint presentation   3. ELD Standards  4. Unpacking ELPAC Task Types and Additional ELPAC Resources  5. Accessibility Resource Graphics  6. Alternate ELPAC   7. Serving the needs of ELs with Disabilities  8. Blueprints for Effective Leadership and Instruction for our English Learners' Future (B.E.L.I.E.F.) modules.

Citation/Source

Imperial County SELPA. 2021. Improving Outcomes for English Learners with Disabilities. Imperial County SELPA.
https://padlet.com/dmontoya18/ImprovingOutcomesELsSWD

Publication Date
2021
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OSEP Fast Facts: Students with Disabilities Who Are English Learners (ELs) Served Under IDEA Part B (Webpage)


This fact sheet provides national data about demographics of English Learners (EL), including trend data and data disaggregated by disability, placement of EL students with disabilities, and high school completion. 

Citation/Source

Office of Special Education Programs. 2022. OSEP Fast Facts: Students With Disabilities Who Are English Learners (ELs) Served Under IDEA Part B

https://sites.ed.gov/idea/osep-fast-facts-students-with-disabilities-english-learners (accessed September 16, 2022).

Publication Date
2022

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Funding Information

California Department of Education, Special Education Division's special project, State Performance Plan Technical Assistance Project (SPP-TAP) is funded through a contract with the Napa County Office of Education. SPP-TAP is funded from federal funds, (State Grants #H027A080116) provided from the U.S. Department of Education Part B of the Individuals with Disabilities Education Act (IDEA). Opinions expressed herein are those of the authors and do not necessarily represent the position of the U.S. Department of Education.