In K–12 education, multilingual learners (MLs) face unique and complex challenges. Many come from homes without strong English-language support, experience culture shock and social isolation, or have endured trauma prior to entering U.S. schools.
While MLs have the same potential to excel as their peers, our current systems often fail to recognize and support their needs. One particularly damaging systemic issue is the overidentification of ML students for special education (SPED) programs.
Nationwide, ML students are more likely to be identified with learning disabilities or speech impairments than their non-ML peers—and less likely to be considered for gifted and talented (GT) programs. While many students are accurately dually identified, this disproportionality often stems from standardized testing limitations and educator inexperience with ML populations.
“I know firsthand how many of our multilingual learners are overlooked for accelerated programs,” says Christina Jordan, Senior Academic Strategist at Riverside Insights, “and in fact, we oftentimes inaccurately identify our ML students for special education.”
Christina brings 25 years of classroom experience in a district where more than 40 languages are spoken and 100% of students receive free or reduced lunch. In a recent webinar, she shared how this widespread issue impacts students—and how schools can address it.
When SPED Placement Is Misused, Students Pay the Price
Correct identification of learning disabilities is crucial to getting students the support they need. But when ML students are inappropriately placed in SPED programs, the impact can be long-lasting and harmful.
SPED services don’t address the needs of language learners. Being an English learner isn’t a disability—so placing ML students in SPED often denies them the appropriate language and academic supports they actually require.
In many cases, this leads to lower academic expectations, placement on non-college-bound tracks, and restricted access to advanced coursework.
Even more troubling, many ML students have high-level academic potential that goes unnoticed. Educators may focus on deficits instead of strengths, especially when test scores don’t reflect true ability due to language barriers. This can limit future opportunities, including access to AP or honors classes in high school.
The Financial Toll on School Districts
Overidentifying ML students for SPED isn’t just an equity issue—it’s a financial one.
SPED services cost thousands more per student annually compared to general education. When misidentifications occur, districts spend more money on less effective services, diverting funds from other vital needs.
“Based on estimates of SPED per pupil costs versus gen ed per pupil costs, we estimate the average sized US district of around 4000 students would spend an extra $3m dollars a year if they misidentified 5% of their student population. A large district of 20,000 students would spend upwards of $15m per year!” - Christina Jordan
These costs quickly add up, straining already tight school budgets—and compounding the damage done to students’ futures.
Better Tools = Better Decisions
Misidentification often happens when educators are forced to rely on limited or inappropriate assessment data, such as English-heavy standardized tests that weren’t designed for multilingual learners.
To accurately evaluate student needs, we must take a holistic, multidimensional approach.