Dually Identified Technical Assistance Guide

Dually identified students require instructional services that address language proficiency levels, considerations for second language acquisition, and specially designed instruction to meet the needs of each individual student based on his or her disability. There are a variety of ways in which these students are served. To serve dually identified students, educators, leaders, and support personnel must effectively collaborate to ensure each dually identified student has the appropriate supports.

The purpose of this guide is to assist practitioners in both understanding the process toward dual identification and to assist in collaboration efforts once a student is dually identified.