A critical concept for second-language development for students with and without learning difficulties is comprehensible input -- students being able to understand the essence of what is being said or presented to them.

The purpose of providing comprehensible input to English-language learners with learning difficulties is to ensure that instruction that deals with grade-appropriate content, concepts, and skills.

The most common problem in providing meaningful access to the curriculum has been the practice of viewing English-language learners with learning difficulties as simply low-performing native English speakers.

Providing curriculum access does not absolve districts of their responsibility to teach students how to read and develop other core academic skills. Below-grade material can be used if doing so better assists students in learning a core academic objective.

Successful educators of English-language learners who are particularly effective with students with learning difficulties understand that demonstrating language proficiency depends heavily on contextual factors.

These initial steps will help immensely in preparing the right kind of instructional environment for English-language learners with learning difficulties.

A list of several key instructional principles that can be used with English-language learners with learning difficulties.

Practical information and guidelines for those working in districts or schools that provide services to students with a variety of learning difficulties for whom English is a second language.

A description of the Optimal Learning Environment Curriculum, a resource that helps teachers of Spanish-speaking students with language arts.

An article on how to properly combine special education and bilingual education.

A summary of a program that can foster a positive attitude and positive self-concept for culturally diverse students.