The Dual Identified Pathway includes:

To serve the needs of English language learners experiencing academic challenges in schools, an aligned system of support must be created to ensure appropriate identification and subsequent services. Historically, there has been a tendency to over-refer and identify English language learners as having special education needs and a disproportionate representation of language learners in special education services. The dual-identified and/or dual-considered pathway course will explore this subject from the following vantage points: programming (building a framework in schools in which students are appropriately identified and supported through a cohesive service model), procedures (creating clear and congruent practices), and finally pedagogy (the day-to-day considerations of equitable access for the English Learner students with Disabilities).