Tips for Educators Working with Dual-Identified English Learners

Abstract

General education teachers are not properly prepared to support the unique needs of dual-identified students. Dual-identified students have different needs than ELs or SPED students alone and this paper provides strategies for educators to better support the needs of these students in the classroom. Strategies will include effective collaboration between general education teachers and ESL specialists as well as special education teachers; effective communication with families of dual-identified students; culturally responsive teaching, and implementation of various accommodations and modifications.