When should English Language Learners be placed in special education? In the United States, there has been an increase in the number of children from Spanish-speaking backgrounds. English language learners, commonly known as ELLs, are placed in special education without being adequately tested for learning disabilities. However, there are large numbers of ELLs with learning disabilities in the elementary grades who truly have a learning disability and are overlooked. Many school districts have trouble placing ELLs. As a result, these students end up in special education regardless of whether they have learning disabilities or speech disorders. Teachers are also hesitant when dealing with ELLs. Most teachers recommend that ELLs be placed in special education from day one. It's not because the child has a learning disability, but because most teachers are not adequately trained to interact with ELLs. Teachers also struggle, due to lack of training, to have ELLs with learning disabilities in their classrooms. More teachers would be comfortable if they received training on how to manage ELLs and ELLs with learning disabilities. This paper discusses the problems and concerns teachers have in dealing with ELLs and ELLs with disabilities, the challenges of identifying individuals with learning disabilities, and the types of assessments that classify English language learners as having learning disabilities. learning. First, teachers are rarely trained to do this. manage the challenges of assessing students with learning disabilities combined with limited English proficiency (Haung, Milczarski, Raby, 2011). Teachers usually have difficulty distinguishing between a learning disability and second language acquisition. Eva...... middle of paper......, K., Milczarski, E., & Raby, C. (2011). The assessment of English language learners with learning disabilities: Issues, concerns, and implications. Education, 131(4), 732-739. Kapantzoglou, M., Restrepo, M., & Thompson, M. S. (2012). Dynamic assessment of word learning skills: Identifying language disorder in bilingual children. Speech, language and hearing services in schools, 43(1), 81-96. doi:10.1044/0161-1461(2011/10-0095)Wagner, R.K., Francis, D.J., & Morris, R.D. (2005). Identifying English language learners with learning disabilities: Key challenges and possible approaches. Learning Disabilities Research and Practice (Blackwell Publishing Limited), 20(1), 6-15. doi:10.1111/j.1540-5826.2005.00115.xSullivan, A. L. (2011). Disproportionality in the identification and special education placement of English language learners. Exceptional children, 77(3), 317-334.