Webinar to Address Shortage of Trained Staff for English Learners with Disabilities
A recent EdWeek Research Center survey found that 75 percent of educators believe their schools lack enough appropriately trained staff for English learners in special education. The upcoming webinar will feature panelists discussing professional development, classroom support, and district-level changes to better serve these dually identified students. The goal is to provide practical strategies for district and school leaders.
The EdWeek Research Center survey found that 75 percent of educators report insufficient numbers of appropriately trained staff for English learners in special education. These students, referred to as "dually identified," require support addressing both language acquisition and disability-related needs, making specialized training essential for effective instruction.
The webinar brings together panelists to explore solutions including professional development, classroom-level assistance, and district-wide structural changes. Attendees who participate for at least 53 minutes can earn a certificate verifying one hour of professional development credit, though Education Week advises educators to confirm eligibility with their supervisors or human resources departments beforehand.
This staffing shortage could significantly affect educational outcomes for dually identified students, who may face compounded barriers without properly trained educators. Schools may struggle to meet legal obligations under special education and English learner mandates, potentially leading to inequitable access to services. The webinar's emphasis on practical strategies may help district leaders identify actionable improvements, though lasting change would likely require sustained investment in training programs and hiring pipelines across the education sector.