No definitive processes exist for identifying English learner (EL) students with learning disabilities and determining the best academic supports for them. Educators may struggle to determine whether a students academic difficulties stem from a language development need, a learning disability, or some other factor(s). Barriers to inconsistent identification of EL students with learning disabilities often include a lack of early intervention strategies or poorly designed and implemented referral processes. As a result, EL students are both under- and overidentified for special education services. Read a review of research and best practices published by The Regional Educational Laboratory West (REL West) at WestEd.