English as a second language (ESL) teachers play a critical role in supporting students who are still developing proficiency in English, yet their expertise is often overlooked in Individualized Education Program (IEP) meetings. Research shows these educators bring unique insights into students’ language acquisition challenges, which can directly impact academic and behavioral goals outlined in IEPs. Advocates argue that excluding ESL teachers from these discussions may lead to misdiagnoses or ineffective strategies for students who struggle with both language barriers and learning differences. The piece explores how greater collaboration between ESL specialists and IEP teams could improve outcomes for multilingual learners.
Why ESL Teachers Need a Seat at the IEP Table Education Week
