Understanding the needs of students who are English learners (ELs) and are also students with disabilities has become an area of policy and research in recent years. Uncovering the needs of this student group requires a closer examination and understanding of the Individualized Education Program (IEP). The IEP is a foundational process and document used by all educators of students identified as students with disabilities to help inform those students’ education. The IEP defines everything from a student’s current abilities to their goals and even identifies educators’ plans for instruction and support. The IEP is the ‘road map’ for students’ classroom experiences. But what should be included in the ‘road map’ for students with disabilities that are also ELs? The need to answer this question is of great importance as there is currently no guidance from the Michigan Department of Education for Michigan educators on this topic. It is likely that because of an absence of this magnitude that students would bear the brunt of its absence. The negative repercussions come in the form of a potential lack of students’ learning opportunities specific to their needs as English learners. Through the use of the opportunity to learn (OTL) framework developed by Kurtz and Elliott (2011) my research investigates how educators can improve a student’s OTL within the IEPs they conduct and write. My dissertation explores the barriers educators experience as they develop IEPs for this group of students. It will also consider when educators should include EL’s specific needs within the IEP. The study will also recommend that educators use a tool created through my research to improve OTL for ELs with disabilities within the IEPs on which they work.
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