fb88 is committed to ensuring a free appropriate public education (FAPE) for all students with disabilities. This includes providing equitable access for students who are multilingual learners, who may be intellectually gifted, have a learning disability, display a behavior disorder, or have multiple disabilities, like any other student. All students will be given equal access to appropriate educational services. The appropriate referral, identification, and placement of learners who are culturally and/or linguistically diverse is necessary to ensure students' civil rights as well as FAPE aligned with the Individuals with Disabilities Education Act (IDEA). Guidance, resources, and opportunities for professional learning to support educators teaching multilingual learners with disabilities (MLSWD) are available below.
Identifying & Serving Multilingual Learners with Disabilities
The fb88 DOE ESOL and Special Services and Inclusive Education teams collaborated to develop fb88’s first guidance manual on Identifying and Serving Multilingual Learners with Disabilities.
The purpose of this policy and resource guide is to provide school administrative units (SAUs) with guidance on a multi-step process to appropriately identify and evaluate students who are multilingual learners with identified disabilities in need of special education services.
Identifying Multilingual Learners with Disabilities Policy Guide Companion Resources
Policy & resource guide FAQ Highlights one-pager.
Additional Resources
- Intervention Procedures for Suspected Disability, Evaluation, and Eligibility Process for Multilingual Learners using Multi-Tiered Systems of Supports
- MTSS/RTI Checklist for MLs: Distinguishing Language Difference from Disability
- Resources created and presented by Melissa Frans, Teacher Leader fellow 2024-2025
New Professional Learning Series
|
The Intersection of English Language Acquisition and Individualized Education Programs: Building Linguistically Responsive Individual Education Plans (IEPs) for Multilingual Learners For Upcoming Sessions, Please Visit our Professional Learning Page! Past Sessions & Resources |
||
|
Session |
Topic |
Resources |
|
Session 1 |
Foundational Knowledge: Legal Regulations, Civil Rights and Data Overview |
|
| Session 2 2/27/2025 |
Collaboration and Integrating Individual Language Access Plans (ILAPs) and IEPs | |
| Session 3 3/18/2025 |
IEPS for Multilingual Learners: Section 3 Special Factors | |
| Session 4 4/29/2025 |
IEPs for Multilingual Learners: Delivering Appropriate IEP Services and Instruction | Session 4 Slide Deck |
- Office of Special Services and Inclusive Education Resources
- IEP Terminology Translated Glossaries- Found under Family and Caregiver Resources)
- Special Services & Inclusive Education Resources for Families & Schools- Includes translated resources for families and schools.
- Special Projects for Inclusion
- [Developed by Teacher Fellow, Melissa Frans]
- [Video]
- [Video]
- [Video]
- US DOE Office of English Language Acquisition:
- US DOE Dear Colleague Letter:
- US DOE Dear Colleague Letter: (See pages 24-29: Evaluating EL Students for Special Education Services and Providing Special Education and English Language Services and pages 37-40: Ensuring Meaningful Communication with Limited English Proficient Parents)
- ColorínColorado!
- .The quarterly review of the National Clearinghouse for English Language Acquisition addresses English Learners with special needs. (www.ncela.gwu.edu)
- -Published by CEC and NABE. Practical recommendations for how to communicate with students and parents, how to involve parents in decision-making, how to set up teacher assistance teams, how to do IEPs, professional development, and more.
Contact
Jane Armstrong
ESOL State Specialist
Email: Jane.Armstrong@maine.gov
Melanie Junkins
Multilingual and Bilingual Education Specialist
Email: Melanie.Junkins@maine.gov
Leora Byras
Education Specialist III
Email: Leora.Byras@maine.gov