Expert Advice on Determining Disability for Multilingual Learners – A Conversation with Angie Neal, M.S., CCC-SLP

Problem-solving meetings meant to help clarify if a bilingual student should be referred for an evaluation sometimes create more questions than answers. We hear things like: Is this a language difference or a disability? Am I missing something important? Why are people saying we need “more time in English” before we can even think about evaluating? For multilingual learners, these moments carry real consequences, and the decisions we make as SLPs can shape a child’s entire educational trajectory.

That is exactly why we invited Angie Neal, M.S., CCC-SLP, to present at our conference. As a policy advisor and national voice on IDEA compliance, she brings much-needed clarity to evaluation procedures, the role of parent and teacher input, and the critical requirement to rule out limited English proficiency without overlooking a true disability. In our interview, Angie breaks down common misconceptions, shares essential resources, and reframes how school-based teams can approach suspicion of a disability in multilingual learners.

Here are three short clips from the conversation to get you started. Watch these highlights on avoiding common bilingual evaluation errors, reshaping how educators understand our role, and building the knowledge base needed to evaluate multilingual learners well. Then click on the link below to join us for the full presentation and earn CEUs.

What errors can be avoided when doing a bilingual speech and language evaluation?

Changing the perception of what the role of an SLP is with educators and policy makers.

What are key resources to building a deep understanding of how to evaluate multilingual learners?

Want to hear the full story and earn CEUs?

Check out this course: Suspicion of a Disability in a Multilingual Learner in the School Setting

Explore the critical topic of dual language learners with suspected disabilities in schools, addressing common misconceptions about the need for additional time or exposure to English before evaluation. The discussion underscores the vital role of parent input in the evaluation process and offers resources to support informed decision-making for educators and families.

Join Policy Advisor Angie Neal, M.S., CCC-SLP, as she highlights the importance of adhering to the Individuals with Disabilities Education Act (IDEA) and the necessity of ruling out limited English proficiency as a factor in learning difficulties.