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Of the 5 million ELL students in the 2019–2020 school year, 15.3% of these or 766,600 were identified with disabilities and qualified for special education services.<ref>{{Cite web|title=COE – English Language Learners in Public Schools|url=https://nces.ed.gov/programs/coe/indicator/cgf|access-date=2021-10-16|website=nces.ed.gov|language=en}}</ref> ELLs with disabilities follow the same path to receiving services for special education: academic struggle is observed by those working with the student, the student is referred to a team of professionals for intervention and/or assessment, if a disability is found they are then placed in special education programming for support.<ref name=":3" />
Researchers have found that there is a disproportion in ELL students identified into special education.<ref name=":2" /><ref name=":4" /> There can be an overrepresentation where ELL students can be qualified into special education services but do not truly have a disability, or there can be an underrepresentation where a disability exists but the ELL student is not qualified into special education because it is deemed a language development related issue.<ref name=":4" />'''<ref>{{Cite web|date=2016-06-10|title=Challenges in Special Education Identification for ELLs|url=https://www.colorincolorado.org/special-education-ell/identification|access-date=2021-10-16|website=Colorín Colorado|language=en}}</ref>When determining the reasoning behind academic difficulties, areas such as standardized tests, observation and parent involvement have been considered to determine the struggle of the student.<ref>{{Cite web |title=Supporting Academic and Affective Learning Processes for English Language Learners with Universal Design for Learning |url=https://www.jstor.org/stable/44984766}}</ref> Although assessments in schools are the common, the reliability of this in terms of language proficiency and learning disability can be questionable considering their limitations.'''
Most ELL students qualify under the [[specific learning disability]] or [[Emotional and behavioral disorders|emotional disturbance]] categories.<ref name=":4" /><ref name=WIDA>{{Cite web|last=WIDA|date=May 2017|title=Focus on: Identifying ells with specific learning disabilities: facts, advice, and resources for school teams|url=https://wida.wisc.edu/sites/default/files/resource/FocusOn-Identifying-ELLs-with-Specific-Learning-Disabilities.pdf|website=WIDA}}</ref> According to [[WIDA Consortium|WIDA]], states with the highest identification of ELLs with disabilities, the specific learning disability category is the highest category for special education qualification. (See the "WIDA Focus On: ELLs with Specific Learning Disabilities" fact sheet]<ref name=WIDA/> for a detailed map breakdown by state on percentages of ELLs identified into this category.)
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