Maine 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.
The Maine Department of Education uses the term multilingual learner (ML) to describe all students in PreK through 12th grade who have been formally identified through the Language Use Survey and administration of an English language proficiency screener as outlined in Maine's Identification and Placement Guidance document.
To learn more, read Honoring and Celebrating All Languages Spoken By Maine Students With the Shift to Multilingual Learners Terminology.
The Maine DOE ESOL and Special Services and Inclusive Education teams collaborated to develop Maine'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.
Download Policy & Resource Guide FAQ Flyer
- Introductory Video: Intervention procedures for supporting multilingual learners in the general education setting
- Intervention Procedures for Suspected Disability, Evaluation, and Eligibility Process for MLs 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 2024-2026
Professional Learning Series
The Maine Department of Education's Office of Special Services and Inclusive Education (OSSIE) and Office of Teaching and Learning (OTL) collaborated to facilitate a six-session professional learning series to support educators across Maine who work with multilingual learners with disabilities. This series is structured to foster collaboration and collective efficacy to address students' linguistic, cultural, and academic strengths through the intersection of language acquisition and disability. The accompanying text, IEPs for ELs and Other Diverse Learners, by John J. Hoover and James R. Patton, is available through Corwin Publishing.
The Intersection of English Language Acquisition and Individualized Education Programs
Building Linguistically Responsive Individual Education Plans (IEPs) for Multilingual Learners
Facilitated by OSSIE and OTL — Melissa Frans (2024-2025 Teacher Leader Fellow) and Leora Byras (Education Specialist)
For Upcoming Sessions, Please Visit our Professional Learning Page
Past Sessions & Resources
| Session | Topic | Resources |
|---|---|---|
| Session 1 1/21/2025 |
Foundational Knowledge: Legal Regulations, Civil Rights and Data Overview | Slides | Recording |
| Session 2 2/27/2025 |
Collaboration and Integrating Individual Language Acquisition Plans (ILAPs) and IEPs | Slides | Recording |
| Session 3 3/18/2025 |
IEPs for Multilingual Learners: Section 3 Special Factors | Slides | Recording |
| Session 4 4/29/2025 |
IEPs for Multilingual Learners: Delivering Appropriate IEP Services and Instruction | Slides | Recording |
| Session 5 5/22/2025 |
IEPs for Multilingual Learners: Assessment and Accommodations | Slides |
| Session 6 6/10/2025 |
IEPs for Multilingual Learners: Final Session with Case Example | Slides | Recording |
Resources
- Office of Special Services and Inclusive Education Resources
- IEP Terminology Translated Glossaries (under Family and Caregiver Resources)
- Special Services & Inclusive Education Resources for Families & Schools
- Special Projects for Inclusion
- IEP Tip Sheet Series - Spanish Versions (Progress Center)
- Multilingual Learners with Disabilities Padlet (Melissa Frans)
- Identifying and Serving MLs with Disabilities - Guidance Overview (Video)
- Identifying MLs with Suspected Disabilities - Session 1 (Video)
- Guidance Manual on Identifying MLs with Disabilities (Video)
- Office of Civil Rights EL Disability Fact Sheet
- US DOE English Learner Tool Kit Chapter 6 — Tools and Resources for Addressing ELs with Disabilities
- US DOE Dear Colleague Letter: Preventing Racial Discrimination in Special Education
- US DOE Dear Colleague Letter: English Learner Students and LEP Parents (See pages 24-29 and 37-40)
- Sara Kangas (2018): Why Working Apart Doesn't Work at All
- MINNETESOL: All Means All — Policy to Change Practice for Twice Exceptional Students
- English Learners with Disabilities: Shining a Light on Dual-Identified Students (New America)
- Colorín Colorado: Special Education and ELLs Resources
- RTI: Considerations for English Language Learners
- ALTELLA: Alternate English Language Learning Assessment Project
- AccELLerate - Spring 2011 (National Clearinghouse for ELA)
- Determining Appropriate Referrals of ELLs to Special Education (CEC/NABE)
Contact
Jane Armstrong
ESOL State Specialist
Email: Jane.Armstrong@maine.gov
Leora Byras
Education Specialist III
Email: Leora.Byras@maine.gov