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In this brief report, we shed light on how educators can reimagine quality education for Latina/o English learners at the crossroads of language acquisition and disability. We begin by providing an overview of the landscape of Latina/o learners at risk and placed in special education; we then provide a description of the Response to Intervention framework and essential considerations for designing language and literacy programming at the universal Tier I as well as Tier II and III levels for Latina/o ELs within various types of instructional programs (biliteracy, transitional bilingual, and English-only). Research suggests that this critical mass of learners has unique instructional needs that must be addressed by providing them with optimal language supports across instructional programs.