In today’s classrooms, multilingual learners represent one of the fastest-growing student populations in the United States. At the same time, schools are increasingly tasked with identifying and supporting students with disabilities. But when these two realities intersect, a critical question emerges:
Are we accurately identifying students—or misinterpreting language development as a disability?
This question is not theoretical. It is a persistent and well-documented challenge in education.
The Root of the Problem
Multilingual learners often experience academic struggles as they acquire a new language. These challenges—limited vocabulary, difficulty with reading comprehension, or slower expressive language—can mirror characteristics associated with learning disabilities.
According to research, schools frequently struggle to determine whether academic difficulties stem from language acquisition or an underlying disability, leading to inappropriate referrals and services .
Compounding this issue, the process of second language acquisition is complex and nonlinear. Students may take four to eight years to reach academic proficiency in English, meaning that early struggles are not only expected—they are developmentally normal .
Yet too often, these normal developmental patterns are misinterpreted.
The Consequences of Misidentification
When multilingual learners are misidentified as students with disabilities, the impact is significant and long-lasting.
Research highlights that many English learners are placed in special education not because of a true disability, but due to inadequate instructional supports or misunderstandings about language development . Similarly, broader studies on culturally and linguistically diverse (CLD) students show persistent patterns of overrepresentation and misclassification in special education systems .
This misidentification leads to:
Inappropriate instructional placements
Reduced access to rigorous, grade-level content
Lowered expectations from educators
Missed opportunities for language development
In essence, students are not only misunderstood—they are underserved.
The Role of Assessment and Bias
A key contributor to misidentification lies in how we assess students.
Traditional assessment tools are often designed for monolingual English speakers, failing to account for linguistic and cultural differences. When assessments are administered in a language that does not match the student’s instructional language, the risk of overidentification increases significantly .
Additionally, implicit biases and limited educator preparation can influence referral decisions. Without a deep understanding of second language acquisition, educators may interpret language-related behaviors as deficits rather than developmental stages.
As one study notes, the interplay between linguistic diversity, cultural bias, and inadequate assessment tools creates a “multifaceted” pathway to misidentification .
A Systems Issue, Not an Individual One
It is important to be clear: this is not simply a teacher issue. It is a systems issue.
Educational systems often:
Lack clear protocols for distinguishing language acquisition from disability
Fail to implement multi-tiered systems of support (MTSS) with fidelity
Provide limited training on culturally and linguistically responsive practices
Even federal guidance acknowledges that identifying English learners with disabilities remains a persistent challenge across schools and districts .
Without systemic change, misidentification will continue—regardless of individual educator effort.
Moving Toward Better Identification Practices
The good news is that research also points to clear solutions.
To reduce misidentification, schools must adopt more intentional and inclusive practices:
1. Use Multiple Measures
No single test should determine a student’s eligibility for special education. Data should include classroom performance, language proficiency, family input, and prior educational experiences.
2. Assess in Both Languages
Whenever possible, students should be evaluated in their home language and English to better understand their full range of abilities.
3. Strengthen Collaboration
General education teachers, ESL specialists, special educators, and school psychologists must work together to make informed decisions.
4. Implement MTSS with Fidelity
Before referral, students should receive targeted interventions that address both language and academic needs.
5. Invest in Professional Learning
Educators need training to distinguish between language acquisition and disability—this cannot be assumed knowledge.
Reframing the Narrative
At its core, this issue is about mindset.
When multilingual learners struggle, the first question should not be:
“Is this a disability?”
Instead, we should ask:
“What does this student need to access learning—and have we provided it?”
Misidentification often reflects a failure of systems, not students.
Final Thoughts
Misidentification is more than a procedural error—it is an equity issue. When language is mistaken for disability, students are placed on trajectories that can limit their academic and personal potential.
As educators and leaders, we have a responsibility to ensure that:
Language differences are not treated as deficits
Assessments are fair and culturally responsive
Systems support accurate, thoughtful decision-making
Because when we get identification wrong, everything that follows is built on a flawed foundation.
But when we get it right, we open doors—not just to services, but to opportunity.
References (APA 7th Edition)
Cevheroglu, S. (2023). Misidentifying English language learners with learning disabilities (Master’s thesis, Bethel University).
Goodrich, J. M., Fitton, L. A., Chan, J., & Davis, C. J. (n.d.). Assessing oral language when screening multilingual children for learning disabilities in reading.
Jonak, J. (2025). Misidentification, misplacement, and missed opportunities: Addressing the misrepresentation of culturally and linguistically diverse students in special education. International Journal of Pedagogy Innovation and New Technologies, 12(1), 95–111.
Sprocket, T. (2019). IQ-achievement discrepancy for identification of disabilities in Spanish-speaking English learners. New Directions for Child and Adolescent Development, 2019(166), 111–143. https://doi.org/10.1002/cad.20304
U.S. Department of Education, Institute of Education Sciences. (2024). Identifying and meeting the needs of English learner students with disabilities.
Baseggio, K. (n.d.). A silent crisis: The misidentification of English language learners as students with learning disabilities (Undergraduate thesis, Regis University).