Schools across the United States continue to face substantial staffing shortages when serving English learners with disabilities, according to research from EdWeek Research Center. A survey conducted in March of over 1,100 educators found that roughly 55% reported inadequate numbers of properly trained staff to work with English learners overall, but the problem intensifies significantly for dually identified students—those who are both English learners and have disabilities—with 75% of educators indicating insufficient staffing levels.
Students identified as both English learners and disabled require a complex combination of support services. They need language instruction to develop English proficiency while simultaneously receiving specialized services aligned with their specific disabilities. However, the teaching profession’s traditional organizational structure creates barriers to meeting these intersecting needs. General education teachers, English-learner specialists, and special education teachers typically work in isolation with minimal planned collaboration, meaning these students often receive only their special education services while language development needs go inadequately addressed.
Geographic and structural factors compound the challenge. Suburban and mid-sized school districts report the greatest staffing difficulties, particularly when English-learner teachers are distributed across multiple schools within a district. Additionally, scheduling conflicts frequently cause schools to prioritize special education services while deprioritizing English-learner instruction. Experts emphasize that educators working with dually identified students need interdisciplinary knowledge encompassing both second-language acquisition phases and disability-specific accommodations and modifications.
Several strategies show promise for improving outcomes. Systemic collaboration and training that includes school administrators proves essential, as does specialized certification. Texas recently developed a new bilingual special education certification program designed to better equip district personnel to support both educators and students. The first examination for this certification will be available in September 2028. States can further assist by providing guidance on assessment practices and Individualized Education Program development specific to English learners.
Experts stress that meaningful change requires districts and schools to commit to creating dedicated collaboration time among educators across specializations. While no single professional can master all necessary expertise, structured interdisciplinary collaboration enables educators to collectively meet the complex needs of English learners with disabilities.
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