ELL students may qualify for other services (exceptional student services/special education, gifted, and talented) in addition to being identified as an ELL

ELL students may qualify for other services (exceptional student services/special education, gifted, and talented) in addition to being identified as an ELL. What accounts for the disproportionately high representation of ELLs in ESS/special education and disproportionately low representation in gifted and talented programs? Support your response with at least one scholarly resource. What can a secondary teacher do to help identify gifted and talented students within the ELL population?