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Distinguishing a learning difficulty resulting from learning English as a second language and one caused by a disability requires a consideration of many variables. This document focuses on helping special educators and administrators better serve Multilingual Learners with disabilities, particularly when identifying Multilingual Learners’ need for special education services. Best practice is outlined from pre-referral to the development of an IEP that ensures Multilingual Learners receive a Free Appropriate Public Education (FAPE).

In accordance with the Elementary and Secondary Act (ESEA) §4104(a)(2), the Vermont Agency of Education must publicly report on how funds made available under Title IV, Part A are being expended by local education agencies (LEAs).