If an ELL has a learning disability, the approach should be to:

Providing an English Language Learner (ELL) with the exact same opportunity to practice as other students is crucial for their overall development and inclusivity in the classroom. This approach recognizes that all students, including those with learning disabilities, benefit from social interaction and collaborative learning experiences. By allowing the ELL to engage fully with their peers, they can practice language skills in a relevant context, which promotes both language acquisition and cognitive development.

This approach also fosters a sense of belonging and reinforces the idea that the ELL is a valued member of the classroom community. It acknowledges that students with learning disabilities may face different challenges but still deserve equitable access to educational opportunities. This stance encourages differentiated strategies and support tailored to the student's individual needs without segregating or limiting their participation based on their disability.

In contrast, limiting participation, overly simplifying tasks, or isolating the student can hinder their development by reducing their opportunities to learn from their peers and practice language in a meaningful way. Inclusivity and equal opportunity in practice are essential for supporting ELLs with learning disabilities effectively.