States and localities face a range of issues related to English language learners (ELLs) or limited English proficient (LEP) students with disabilities, including referral and identification, service delivery, staffing, data collection and parent outreach. Much of the research has focused on the identification process and has shown that there are patterns of both overrepresentation and underrepresentation of ELLs in certain disability categories of special education. This document presents current policy issues pertaining to LEP students with disabilities. This analysis includes background information and data from interviews with representatives identified by each state director of special education in seven states regarding current state staffing, initiatives and policies that focus on identifying ELLs as students with disabilities. A resource list based on the interviews and a search of all 51 state department of education websites is included in the appendix. (Contains 8 footnotes.)