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Step 6: Update teachers, students, families, and leadership on ongoing progress, continue observations, and adjust when necessary. 

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Step 6: Update teachers, students, families, and leadership on ongoing progress, continue observations, and adjust when necessary. 

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Writing quality individual education plans (IEPs) that give a clear view of a student's strengths and needs is such an important part of a special education teacher's job. For all other teachers, IEP best practices can help support student learning during COVID-19 and as we begin to move past the restrictions of the pandemic.

I spent the first 13 years of my K-2 teaching career performing academic testing for eligibility for special education services and then writing eligibility determination paperwork and IEPs for my students. It has been almost nine years since I wrote a plan (I left the workforce for a few years after the birth of my third child), but once a teacher, always a teacher. Since leaving the classroom, I have volunteered as an advocate for families as they navigate the evaluation and IEP process in their school.

A lot has changed in the last decade. Many states now require dyslexia screening of young students, for example, which leads to earlier identification and earlier access to services. But one thing has stayed the same: a well-written IEP that is read and understood by all members of a learning team is imperative to student success.

Spring is IEP season, and as you begin the work of updating IEP goals and amending plans for transitions from one grade to the next, it will be important to pay close attention to how pandemic and post-pandemic learning needs impacted children with special needs. COVID-19 changed everything, including how students with disabilities access instruction and make progress on their IEP goals. Here are some things to consider as we learn and grow after this unprecedented time.

Step 1: Define the learning team

When the pandemic started, many annual IEP review meetings happened late and/or virtually instead of in person in many areas of the country. This may still be the case for some teachers, students, or caregivers who have compromised immune systems. Whether these meetings happen in person or remotely, it is important for each member of the learning team be present to ensure their communication with students and families is clear and that they check frequently for understanding.

Each member of a learning team is important and needs to understand both their role and the information in the IEP.

Student: The student is the most important member of any learning team! Student participation throughout the process, including in meetings, will ensure they have a voice in their education. I have had children as young as nine attend their IEP meetings, and although it is not necessary that early on, if a student is interested, be sure to include them. As a student gets older, they should have increased responsibility in the meetings. Be sure to ask them questions and give them plenty of time to speak, too; they will have the most valuable, up-to-date information regarding what they need to meet their goals, especially as they travel from class to class and teacher to teacher.

Family: A student's at-home support system is invaluable. Be mindful of relationships because not all parents live in the same household and some kids may be cared for by a grandparent, adult sibling, or other guardian. Be sure to include everyone and be prepared to make duplicate copies of correspondence so family can stay informed. Be proactive and find out if a translator is needed (request them ahead of time if there's a need). Sometimes, parents have family or others they trust for translating and they should be invited as well. But ensure the school also provides a translator who is well versed in the type of information being presented so the family does not miss anything important. Finally, someone on the school team should take the role of advocating for families to ensure they understand everything that is being discussed.

Teachers: While a student's classroom teacher and special education teacher are usually the only ones at an IEP meeting, all teachers who work with a student should be familiar with the IEP. Teachers who teach classes covered by goal areas and teachers who teach classes that may be covered in accommodations only should have access to the IEP, read it thoroughly, and ask questions if anything is unclear. The IEP manager should ensure all teachers who have a role in implementing IEP goals or accommodations are clear on what they need to do to support the student.

Specialists: Speech language pathologists, occupational therapists, school psychologists, social workers, physical therapists, school nurses, work transition specialists, guidance counselors, education specialists, and any other education professionals who work with a student or are in charge of coordinating paperwork must be a part of the learning team. It is really important that any professional who is communicating information about a student presents that information in a positive, factual manner. Be mindful of any jargon and make sure that students, their families, and other teachers understand what is being said. It can be tempting to hide behind jargon when presenting delicate information. Be mindful of this and ensure the family understands the information being presented.

Step 2: Present levels of academic achievement, functional performance, strengths, and needs

When discussing the IEP, it is important to accentuate the positive but not minimize the areas of need. Keep the focus on the goals and the plan that is in place to ensure the student can achieve them. The staff member acting as an advocate for the family may need to pre-meet with them to go over anything that may contain difficult to understand or potentially upsetting information. Again, avoid relying on educational jargon only in this space, as non-educators may not understand fully and may be afraid to ask.

A well-written IEP that is read and understood by all members of a learning team is imperative to student success.

The strengths and needs portion of the IEP will have come from the eligibility conference and doesn't change until the re-evaluation. The needs are used to drive the goals (which, in turn, drive services), and the strengths are used to determine the areas to highlight when teaching, writing accommodations, and motivating the student.

"Present levels of academic achievement and functional performance" ( formerly known as "Present levels of performance") indicate where the student is currently performing in each developmental area. This portion of the IEP serves as a narrative, but it also contains qualitative or quantitative information about the student's achievement and performance. The focus here is on where the student is currently compared to how far the student may need to go and what, if anything, needs to happen to bridge the gap.

Educators or family members should have a clear grasp of what the student can do by reading this portion of the IEP. It sets the stage for the goals that are written for any need-based area. It is also a great place to highlight strengths a student has, both in need-based areas and in areas where there will be no goal written.

Step 3: Set goals

The pandemic really made a mess of achieving and updating IEP goals set for previous school years. It was not realistic to expect students to achieve goals amid so much chaos, including school closures, remote instruction, increased absences, and physical barriers (such as masks or shields), and frequent changes in instructional methods. As you begin working on IEPs for next year, please don't ignore the existing IEP or carry over the same goals and present levels. Be honest with yourself and the rest of the learning team as you look at the existing IEP and write a comprehensive update. Rely on your student's strengths and areas of growth and really capitalize on those in the goal-setting process.

As I mentioned earlier, goals are written to address each area of need identified during a student's eligibility conference. If there are four areas of need identified, then there should be (at least) four goals written to cover the areas of need. The goals should be:

Succinct. Aim for one to two sentences.

SMART. "SMART" stands for specific, measurable, attainable, relevant, and timely.

Ambitious. Keep the bar high for each and every student. The point of an IEP is to help a student close a gap, so goals should be written to allow them to achieve more in the school year than the average student. This is how we close the gap.

Student and family input for this portion is imperative. Involve them in meetings and discussions prior to writing the goals.

Step 4: Understand "accommodations" and "modifications," and decide how to use them

Some people say the "Present levels of academic achievement and functional performance" is their favorite section of the IEP. I think mine is the accommodations section.

The International Dyslexia Association has a great definition for "accommodation" that makes it easier to differentiate between an accommodation and a modification. They say, "Accommodations are adjustments made to allow a student to demonstrate knowledge, skills, and abilities without lowering learning or performance expectations and without changing what is being measured (e.g., providing text in audio-format when academic knowledge [e.g., history, biology, literature] is the target skill being measured)." They go on to explain that giving a student a needed accommodation to help them access curriculum or show what they learned is not giving them an "unfair advantage" or changing the scope of what they have to do; it is leveling the playing field for the student with a disability. To further drive this point home, I love this popular visual published on diffen.com. It is a great visual to show just how important this part of the IEP really is.

Modifications are different in that they are changes to work expectations (e.g., only doing the even numbers in an assignment instead of all of them) or changes to content. I believe modifications can be really beneficial when setting work expectations, but they should be used sparingly because most content modifications lower grade-level expectations. This does not allow a student to access grade-level curriculum, which does not help them close the gap in their learning.
Ensure IEP success
Choosing accommodations or modifications for a student should be purposeful and thought driven. As a student ages and becomes more involved in their education, they should be an active participant in this portion of the process as well. Keep the strengths and needs along with the goals handy as this portion of the IEP is completed.

There's no denying that COVID-19 has made it more difficult to identify and meet the needs of students with disabilities. But there's light at the end of the tunnel as vaccinations are widely available, the virus has changed, and response to treatments have improved. Most schools have been open for five-day in-person instruction with lessened to no physical barriers since the fall.

Keeping the obstacles of the last few years top of mind when working on IEPs this spring can help students-and their teams-succeed next year. An IEP is a legal document written to ensure success, as well as an equitable learning experience. It needs to be reflective of the student's strengths and need areas, with goals that set high expectations and allow for appropriate accommodations and modifications.

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How to write an effective IEP - Teach. Learn. Grow.

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COVID-19 has made it difficult to identify and meet the needs of kids with disabilities. Here's how to write an effective IEP each spring.

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Step 5: Create and implement an IEP (Individual education plan) in collaboration with Teachers, leadership, students, and families

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Step 5: Create and implement an IEP (Individual education plan) in collaboration with Teachers, leadership, students, and families

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In this process, ensure that the IEP addresses the students specific needs, whether that need is intellectual, emotional, linguistic, or otherwise.

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Explore own assumptions about working with families of children with special needs.

Identify variables that may challenge or support family-centered practice.

Choose effective ways to support families of children with special needs.

Know

Families of Young Children with Special Needs

Preschoolers with special needs are members of our communities, programs, and families and it is our responsibility to provide high-quality, inclusive support and care for these children and their families. While these families often experience additional challenging situations and stressors, they have hopes, dreams, and goals for their children just like other families. You can positively impact families with a preschooler with a disability by empowering them with knowledge, empathizing with their feelings, and collaborating with other support professionals in their lives.

Within the VLS, the terms special needs and disability are often used interchangeably. It is important to note that while the two terms have similar meanings, the word disability is generally used to refer to a long-term condition or impairment that impacts the way a child or youth learns, participates, or interacts with the world around them. The term special needs often refers to additional supports or assistance a child or youth may need within an educational, developmental, behavioral, or health context. Language is a powerful tool that can create a sense of identity, purpose, and pride and is particularly important to consider when working with children and families. One critical way to empower families of children with special needs is to have a dialogue with them around their preferred language when referring to their individual child's unique needs and abilities.

Working with Families of Children with Special Needs

Establishing meaningful relationships with families is a critical part of your work, and your communication is especially important when working with families with preschoolers with special needs. Some preschool children will enter your program with a known disability, and other families will learn that their child has a disability or is delayed while enrolled in your program. You may even be one of the professionals that assists in identifying an area of concern or delay. Families with eligible preschool-age children may receive special education services and have an individualized education program (IEP). Others may only receive support from a medical center, and some families will be involved with multiple systems of support. Regardless, families can be overwhelmed by what feels like a constant flow of suggestions, therapies, and appointments to help their child learn and develop. These families may need more help supporting their children and may turn to you, or others in your program, for assistance with connecting to services or agencies outside of your program. It may be helpful to form relationships with outside agencies so you, or trainers and administrators in your program, have up-to-date information on how to make a referral and the types of services offered and available. Positive interactions with families and other professionals can decrease families' stress and improve their well-being, as well as improve their confidence in you as their child's early care and learning program.

Families with preschoolers with special needs may go through various evaluation processes and may ask you to complete questionnaires or provide input at the request of a doctor, specialist, or teacher. Other professionals rely on this input, especially when they have limited amounts of time with children compared to program staff who often spend many hours each week caring for, educating, and observing children. This information can be used to determine if a child has a specific condition, support the child outcomes summary (COS) process, determine eligibility for specific services, and develop goals for an individualized education program (IEP). You, or a trainer or administrator from your program, may be asked to participate in an IEP review, a time when the team of professionals and families come together to assess progress, create new outcomes, and determine needed services. Preschool children with IEPs may attend your program and their local education agency (LEA). Services on an IEP may only be provided at the LEA, or interventionists and related services personnel may "push in" and provide services within your program. Regardless of how special education services are delivered, working with professionals from outside agencies helps things run smoothly for families and ensures that all of the professionals and caregivers in a child's life are communicating. This lessens family stress by reducing the need for primary caregivers to act as the in-between messenger of important information.

Families with preschoolers with disabilities may go through various evaluation processes and may ask you to complete questionnaires or provide input at the request of a doctor, specialist, or teacher. Other professionals rely on this input, especially when they have limited amounts of time with children compared to program staff who often spend many hours each week caring for, educating, and observing children in their daily routines. This information can be used to determine if a child has a specific area of need, support the child outcome summary (COS) process, determine eligibility for specific services, and develop goals for an individualized education program (IEP). You, or a trainer or administrator from your program, may be asked to participate in a family's IEP review, a time when the team of professionals and the family come together to assess progress, create new outcomes, and determine needed services. Preschool children with IEPs may attend your program and their local education agency (LEA). Services on an IEP may only be provided at the LEA, or interventionists and therapists may provide services within your program. Regardless of how these services are delivered, working with professionals from outside agencies helps things run smoothly for families and ensures that all of the professionals and caregivers in a child's life are communicating. This lessens family stress by reducing the need for primary caregivers to act as the in-between messenger of important information, goals and expectations.
Effective Practices
The first step in establishing strong relationships with families of children with special needs is to spend time discussing and learning their wishes and concerns for their children and to learn about the meaningful activities and routines they participate in at home. Maintaining this communication throughout a child's time in your program is essential. Ask questions to learn about strategies that work at home and consider using them in your classroom. Through your interactions you can build trust so both you and families feel comfortable sharing children's strengths and if there are concerns (Sandall, Hemmeter, Smith, & McLean, 2005). Before communicating concerns with families, it may be helpful to discuss with a coach, trainer, or administrator your plan to share this information using family-centered practice. Be prepared for families to react in a variety of ways, and know how you can offer support if they seek assistance from other agencies and resources. For families already receiving support from other professionals, ongoing communication with both families and professionals is critical to maintain consistency between program and home environments. When all the caregivers and professionals in a child's life are consistently using the same, effective strategies to promote development and outcomes, children are more likely to benefit and learn new skills.

In your collaboration with families, it is important to acknowledge and respect their strengths and unique background, while realizing their ability to make decisions that are right for them (Hanson & Lynch, 2004). This means that when a family's wishes and decisions are different from what you would recommend, you respond to the family's decisions with respect. Ultimately, meaningful communication and relationship-building will enrich the process for both yourself and the families you serve.

Take a look at the following guidelines that reflect family-centered practice. You may remember some of these from Lesson 1. Then, think about which of these you can use in your work with families of children with special needs (Turnbull, Turbiville, & Turnbull, 2000):

Recognizing the family as a constant in the child's life; caregivers and service systems may often change

Facilitating collaboration between families and professionals

Honoring and respecting family diversity in all dimensions (cultural, racial, ethnic, linguistic, spiritual, and socioeconomic)

Recognizing family strengths and the different approaches that families may use to cope

Sharing unbiased and honest information with family members on an ongoing basis

Encouraging family-to-family support and networking

Acknowledging and incorporating the developmental needs of the child and other family members into your practice

Designing and implementing services that are accessible, culturally and linguistically respectful and responsive, flexible, and based on family-identified needs

See

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Watch this video to learn about addressing the needs of families who have children with special needs.

Do

There are many ways you can demonstrate respect and consideration for families of children with special needs or disabilities in your classroom. Consider the following:

Acknowledge that families know their child best and ask them questions about services, resources, or typical routines that may be helpful to you.

Establish ongoing communication between home and school. Communication journals are a great way to maintain communication. These are usually sent home with the child and returned the next day. Teachers can share noteworthy observations, events, or daily challenges and families can respond to those or share their own news or reflections. While communication journals can be used with families of all children in your classroom, they can be an especially valuable tool in establishing consistency between home and school environments for children with special needs.

Incorporate children's books in your classroom library that reflect consideration of multiple abilities and differences.

Modify daily activities so that all children can participate in their own way.

Invite families to talk about their child. For example, a family member may come in your classroom and talk about their child's use of adaptive equipment (e.g., braces, wheelchair, or a communication device). The family member may explain the use of equipment, which can help children and other families understand aspects of their life. This also promotes acceptance of differences.

Be a team player! Work collaboratively with families and other professionals who may be involved in the delivery of services to children with special needs.

If disagreements or miscommunication arise, consider the following:

Remind yourself that your role is to support families' hopes and dreams for their child.

Be patient. Dealing with a child with a disability may be challenging at times, and family members need time to navigate this experience at their own pace.

Avoid making judgments of families and their children.

Consider difficult times as opportunities to build trust between yourself and families.

Question your assumptions about working with families of children with disabilities or special needs and urge other professionals you know to do the same.

Talk with your trainer, supervisor, or coach when in doubt about any aspect of your work with families.

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Watch this video to hear a family of a child with special needs share their school experience.

Barrera, I., & Corso, R. M. (2003). Skilled Dialogue: Strategies for responding to cultural diversity in early childhood. Baltimore, MD: Paul H. Brookes Publishing.

Center for Parent Information & Resources. (n.d). Supporting the Parent Centers Who Serve Families of Children with Disabilities. Retrieved from https://parentcenterhub.org/

Hanson, M. J., & Lynch, E.W. (2004). Understanding Families: Approaches to diversity, disability, and risk. Baltimore, MD: Paul H. Brookes.

Harry, B., Kalyanpur, M., & Day, M. (1999). Building Cultural Reciprocity With Families: Case studies in special education. Baltimore, MD: Paul H. Brookes Publishing.

Harry, N., Rueda, R., & Kalyanpur, M. (1999). Cultural reciprocity in Sociocultural Perspective: Adapting the normalization principle for family collaboration. Exceptional Children, 66(1), 123-136.

Howard, V.F., Williams, B.F., Port, P.D., & Lepper, C. (1997). Very Young Children With Special Needs: A formative approach for the 21st century. Upper Saddle River, NJ: Merrill.

Johnson, B. H. (1990). The changing role of families in health care. Children's Health Care, 19(4), 234-241.

Kalyanpur, M., & Harry, B. (1999). Culture in Special Education: Building reciprocal family-professional relationships. Baltimore, MD: Paul H. Brookes Publishing.

Lynch, E. W., & Hanson, M. J. (2004). Developing Cross-Cultural Competence: A guide for working with young children and their families, 3rd ed. Baltimore, MD: Paul H. Brookes.

National Association for the Education of Young Children (2011). NAEYC Position Statement: Code of ethical conduct and statement of commitment. Retrieved from http://www.naeyc.org/positionstatements/ethical_conduct

National Association for the Education of Young Children. Engaging Diverse Families.

Peck, A., & Scarpatti, S. (2002). Special Education around the world. Teaching Exceptional Children 34(5).

Poston, D., Turnbull, A., Park, J., Mannan, H., Marquis, J., & Wang, M. (2003). Family Quality of Life: A qualitative inquiry. Mental Retardation, 41(5), 313-328.

Salend, S. J., & Garrick-Duhaney, L. M. (2002). What Do Families Have to Say About Inclusion? How to pay attention and get results. Teaching Exceptional Children, 35(1), 62-66.

Sandall, S., Hemmeter, M. L., Smith, B. J., & McLean, M. E. (2005). DEC recommended practices: A comprehensive guide. Longmont, CO: Sopris West.

Trivette, C. M. & Dunst, C. J. (2005). DEC Recommended Practices: Family-Based Practices. In S. Sandall, M. L. Hemmeter, B. J. Smith, & M. E. McLean (Eds.). DEC Recommended Practices: A comprehensive guide for practical application (pp. 107-126). Longmont, CO: Sopris West.

Turnbull, A. P., Turbiville, V., & Turnbull, H. R. (2000). Evolution of Family-Professional Partnerships: Collective empowerment as the model for the early twenty-first century. In J. P. Shonkoff & S. J. Meisels (Eds.). Handbook of Early Childhood Intervention (pp. 630-650). Cambridge, United Kingdom: Cambridge University Press.

Turnbull, A., Turnbull, R., Erwin, E. J., & Soodak, L. C. (2006). Families, Professionals, and Exceptionality: Positive outcomes through partnerships and trust. 5th ed. Upper Saddle River, NJ: Pearson Education Inc.

Consider your view on families of children with special needs and think about your role in their lives

Consider how much information a family is comfortable sharing about their child's needs

Use these resources to learn more about families with children with special needs

Understand the emotional impact a family can experience when they learn about their child's disability

Create a list of resources to support children with disabilities

This activity is required for the CDA Professional Portfolio and should be completed by CDA candidates only.

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Working With Families of Children With Special Needs

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Explore own assumptions about working with families of children with special needs. Identify variables that may challenge or support family-centered practice. Choose effective ways to support families of children with special needs.

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Tips for discussing special needs students with parents

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Tips for discussing special needs students with parents

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If you are an educator of children with special needs, it could be more demanding than teaching normal children. Being a teacher of a special child, you should also know how to deal with their parents. It is equally important to know how to work with their guardians as it is important to teach the kids.

Working with the parents of children with special needs is not a simple job. It comes with many challenges that need to be addressed; otherwise, your job can be at stake. Below are some tips that will help you in knowing how to deal with them.

1. Open Doors of Communication

A teacher is the only source for parents to look into the daily school activities and performance of their child. The role of a teacher becomes more significant for children with special needs.

The first thing that needs to be done is to open up communication with these parents. Keep them updated and communicate with them more frequently to avoid misinformation and anything bad. Give them feedback about their child's performance on a regular basis so that they will be able to know in advance where their child is lacking and what efforts are needed from their side. Communicate the areas and activities that their children are good at and what they enjoy.

If parents of children with special needs are not addressed and communicated too frequently, it may lead to problems later on. For example, if one day they are called to the school all of a sudden to address a particular situation, which they are unaware of, it can lead to frustration and shock. This can make the situation worst.

2. Never Start a Discussion with Complaints

Always start the communication with a greeting and never forget to praise their child. Tell them how extraordinary their child is, as every parent loves to listen to their child being praised. Always remember never to start a discussion with complaints. Being a successful teacher, you can also initiate the conversation with a funny short story about their child.

Telling stories relaxes the parents and assures them that the teacher knows their youngsters and appreciates teaching and spending time with them. Then you can slowly move towards the main issue and tell the parents how the special student is struggling with decoding and concentrating. Also, add how you are coping with the situation and different efforts that you are making to change the behavior of the child.

3. Never Criticize the Behavior of a Child

Being a teacher, you should never criticize the behavior of a child. It not only makes the child feel embarrassed but also makes the parents feel uncomfortable and self-conscious.

What you can do is tell them in a very polite way, not to mock but to guide their child which behavior is acceptable and which is not. Advise parents to indulge in discussions to make them act appropriately. However, never ignore your part. Communicate all your efforts towards their personality and character development. Do not leave the impression that disciplinary behavior can only be built at home.

4. Provide Information to the Parents

Help parents by teaching them how to handle the disability of their child. It is not only humane but also very important for your career growth as well.

Help the parent in getting more information and give them access to various websites that would guide them on how to deal with a child with special needs. Also, provide them handouts and different materials for reading that specifically talks about a disability, how to deal with it, and any additional recommendations.

For instance, if you visit a carpet cleaning business to get your carpet or rug clean. The business would give you their handbook or access to its website to know more about the business and its services. In the same way, you must also provide information to the parents in the form of brochures, pamphlets, etc.

5. Ask Parents to Use Props

It is never easy for parents with special children to make them sit in one place and do homework. To help them perform better in studies, encourage parents to use props. Props are best for counting and other forms of learning. Anything can be taken as a prop, from toys to fruits or even vegetables.

6. Never Directly Ask For Medication

Being an educator of a special child, never ask their parents directly to give their children any kind of medication, even if you think it is essential. It can make them worried and confused.

If, in any case, you think medication is required, always request a medical specialist to counsel the parents of the child. A medical specialist would first examine the child and then prescribe any medication if he deems necessary.

The proposal for medication should never come directly from an educator. Why? Because the parent would then think that the teacher wants to get rid of their child and his responsibility even if it is not the case.

7. Avoid Stereotyping

Every child is different, with their own needs, and they need to be dealt with in their own way. Never make fun of a child's disability or use inappropriate language. This can hurt the feelings of both the children and parents.

If a teacher makes fun of someone else's child, it only reflects the utter lack of compassion and ignorance. Avoid stereotyping and never define a child by their disability. Always use the first language with students with special needs, a child with Down syndrome, and Autism. It is not only appropriate but also professional.

8. Avoid Labeling

A teacher should avoid labeling a child. Teachers who deal with special children usually have an understanding of the most common disabilities among the children; therefore, they should avoid labeling a child. Various disabilities among children have common traits. Never try to diagnose a child.

Final Thoughts

Every child is different. Your job as an educator of these special children comes with more responsibility and dedication. Special needs are a broader term, and most of the time, the parent seeks professional support from the teachers.

Teachers, while dealing with parents having special children, should stay patient and open the doors of communication to avoid misunderstanding. They should be encouraged to share every possible detail with them right from the start. Avoid stereotyping and never prescribe medication. It would hurt the feelings of both the parents and their children with special needs.

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8 Tips for Working with Parents of Special Needs Children | Resilient Educator

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If you are an educator of children with special needs, it could be more demanding than teaching normal children. Being a teacher of a special child, you

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Identifying students with language needs

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Identifying students with language needs

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https://www.colorincolorado.org/special-education-ell/student-needs

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Understanding what an English language learner needs to succeed is a process that takes time and may involve a variety of factors. It is not typically a question that can be answered by a single test, evaluation tool, conversation, or checklist. The following topics explore these different factors and offer ideas for identifying areas where a student may need additional support.

This resource section was made possible through our partnership with the National Education Association. Additional support was provided by the American Federation of Teachers.

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Understanding what an English language learner needs to succeed is a process that takes time and may involve a variety of factors. It is not typically a question that can be answered by a single test, evaluation tool, conversation, or checklist.

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Since these two categories are not mutually exclusive, it's also prudent to consider students who have both learning disabilities and language needs

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Identifying ELL Students with a Learning Disability

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Identifying special needs vs language needs

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Identifying special needs vs language needs

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sit up, crawl, or walk later than other children;

learn to talk later, or have trouble speaking,

find it hard to remember things,

not understand how to pay for things,

have trouble understanding social rules,

have trouble seeing the consequences of their actions,

have trouble solving problems, and/or

have trouble thinking logically.

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"My mama always said, 'Life was like a box of chocolates. You never know what you're gonna get.'"
Sounds familiar? Yes, that's the famous line from the award-winning movie, "Forrest Gump." Is it 23 years ago already when it hit the theaters? Along with remarkable quotes we can still remember to today was Tom Hanks convincing portrayal of the main character. However, the film itself gained divided critics - many critics either love or totally hated the movie. But let's save criticizing the movie some other time. For now, let's discuss what makes the "Forrest Gump" interesting!

"Stupid is as stupid does." That was his famous answer when somebody asked him, "Are you stupid?"

Forrest is slow-witted and has an IQ of 75. Although Forrest is just a fictional character, in today's real world he is considered suffering from intellectual disability. Children with intellectual disabilities may qualify for special education services under the Individuals with Disabilities Education Act, or IDEA. Students who are eligible for IDEA receive an Individualized Education Plan, or IEP, in which a specialized education plan is made for the child based on her educational needs.

Intellectual disability, formerly labeled "mental retardation," is defined by the Individuals with Disabilities Education Act (IDEA) as "significantly subaverage general intellectual functioning, existing concurrently [at the same time] with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child's educational performance." There are two key components within this definition: a student's IQ and his or her capability to function independently, usually referred to as adaptive behavior.
An intellectual disability is not a disease. You can't catch an intellectual disability from anyone. It's also not a type of mental illness, like depression. There is no cure for intellectual disabilities. However, most children with an intellectual disability can learn to do many things. It just takes them more time and effort than other children.
Intellectual disability is one of the most common developmental disability, more than 425,000 children (ages 3-21) have some level of intellectual disability and receive special education services in public school under this category in IDEA. In fact, 7% of the children who need special education have some form of intellectual disability.

Signs of Intellectual Disability

sit up, crawl, or walk later than other children;

learn to talk later, or have trouble speaking,

find it hard to remember things,

not understand how to pay for things,

have trouble understanding social rules,

have trouble seeing the consequences of their actions,

have trouble solving problems, and/or

have trouble thinking logically.

"Mama always had a way of explaining things so I could understand them."- Forrest
Although Forrest received little to no support at all, and his resources were insufficient, he was blessed with a wise, sassy and loving mom. I remember a scene in which no school would like to accept him. But her mom was so determined to get him in in a regular school. So she moved mountains. Hmm... I guess we don't want to talk about it here again. Anyway, that's no longer the case of today's education.

Educational Considerations

A child with an intellectual disability can do well in school but is likely to need the individualized help that's available as special education and related services. The level of help and support that's needed will depend upon the degree of intellectual disability involved.

General education. It's important that students with intellectual disabilities be involved in, and make progress in, the general education curriculum. That's the same curriculum that's learned by those without disabilities. Be aware that IDEA does not permit a student to be removed from education in age-appropriate general education classrooms solely because he or she needs modifications to be made in the general education curriculum.

Supplementary aids and services. Given that intellectual disabilities affect learning, it's often crucial to provide support to students with ID in the classroom. This includes making accommodations appropriate to the needs of the student. It also includes providing what IDEA calls "supplementary aids and services." Supplementary aids and services are supports that may include instruction, personnel, equipment, or other accommodations that enable children with disabilities to be educated with nondisabled children to the maximum extent appropriate.

Thus, for families and teachers alike, it's important to know what changes and accommodations are helpful to students with intellectual disabilities. These need to be discussed by the IEP team and included in the IEP, if appropriate.

Adaptive skills. Many children with intellectual disabilities need help with adaptive skills, which are skills needed to live, work, and play in the community. Teachers and parents can help a child work on these skills at both school and home. Some of these skills include:

communicating with others;

taking care of personal needs (dressing, bathing, going to the bathroom);

health and safety;

home living (helping to set the table, cleaning the house, or cooking dinner);

social skills (manners, knowing the rules of conversation, getting along in a group, playing a game);

reading, writing, and basic math; and

as they get older, skills that will help them in the workplace.

Transition planning. It's extremely important for families and schools to begin planning early for the student's transition into the world of adulthood. Because intellectual disability affects how quickly and how well an individual learns new information and skills, the sooner transition planning begins, the more can be accomplished before the student leaves secondary school.

IDEA requires that, at the latest, transition planning for students with disabilities must begin no later than the first IEP to be in effect when they turn 16. The IEP teams of many students with intellectual disabilities feel that it's important for these students to begin earlier than that. And they do.

(An excerpt from parentcenterhub.org: Intellectual Disabilities)

See Epic Special Education Staffing Special Education Teacher Jobs

Modification for Students with Intellectual Disabilities

Children with intellectual disabilities need some additional support and modifications in their environment, as well as in the type of activities they do. Here are a few modifications for students with an intellectual disability that will help them to learn better.

Using this space only for studying also will help the child get into a routine of studying and also understand that when he is sitting there, he is supposed to concentrate on the activity or task, and not play.

Teach practical things that will be useful, such as how to boil an egg or how to find their way to their friend's house.

Repetition of Concepts Over the Day

Children with intellectual disabilities need to learn a concept in different ways and have the opportunity to practice it many times in order to learn and remember it.

These children require additional support and guidance as they work on their activities. Ideally, there should be at least 1 teacher for every 3 children with intellectual disabilities.

Using all the senses to learn also helps them learn and retain information better.

Sharp scissors, knives, etc. must be kept out of reach. Harmful liquids like cleaning liquids must also be kept away. Medicines must be kept out of reach. In addition to this, make sure that none of the children can lock themselves up in any room. Small beads or other toy parts that the children could put in their mouth must be kept away if a child has a tendency to do that. If the child has seizures, you may need to look at padding the corners of furniture to avoid injury.

The schedule must have short activity times and must alternate between physical and sitting down activities. The schedule must also try and incorporate some aspects of self-care so that children start becoming more independent in putting on or taking off shoes, going to the toilet, or feeding themselves.

(Access full article here: Special Ed: Modification for Students with Intellectual Disabilities by brighthubeducation.org)

Teaching Practical Tips for Special Education Teachers

Recognize that you can make an enormous difference in this student's life!

Learn more about intellectual disabilities in general and your student in particular.

Be an active participant in the student's IEP team.

The IEP is developed by the student's parents and school personnel-and, often, the student, too. As this student's teacher, you have a great deal to contribute to what's included in the IEP, including supports for you as the teacher.

Provide accommodations and supports that help students with intellectual disabilities.

Accommodations are often made in five main areas:

1. scheduling (e.g., giving the student extra time to complete an assignment or test)

2. setting (e.g., having the student work in a small group or with a partner)

3. materials (e.g., providing the student with teacher notes or taped lectures)

4. instruction (e.g., breaking a lesson up into smaller parts, having the student work with a tutor)

5. student response (e.g., allowing the student to respond orally or on a computer)

An effective teaching method is to demonstrate what you mean in addition to giving verbal directions. With new information shared verbally, also show a picture. And rather than just showing a picture, provide the student with hands-on materials and experiences and the opportunity to try things out.

Break longer, new tasks into small steps. Demonstrate the steps. Have the student do the steps, one at a time. Provide assistance, as necessary. Give the student multiple opportunities to practice each individual step by itself and all the steps together.

Immediately providing feedback helps the students make a connection between their answers, behaviors, or questions and the information you're presenting as the teacher.

Schools play an important part in helping students with ID learn these life skills, which include health and safety, personal hygiene, manners, getting along with others, basic math and reading, money management, and skills for the workplace.

Address the social aspects of the school.

Students with intellectual disabilities often have trouble with social skills, which can make it difficult for them to interact appropriately with their peers and become involved in the social activities going on at school. They are also often a target for bullying, which simply cannot be allowed. Teachers can play a positive role in supporting the inclusion of students with intellectual disabilities in classrooms and throughout the school.

Communicate with your student's parents.

Regularly exchange information with parents and work with them (and other members of the IEP team) to create and implement an IEP tailored to meet the student's needs.

(Source: Intellectual Disabilities in Your Classroom: 9 Tips for Teachers)

5 Tips for Success

This term is intended to encourage teachers to break down their lessons into simple, easier-to-manage steps. This will keep frustration levels down and enable learning to take place. Wait until the student masters the baby step before moving onto the next one.

Introduce new ideas in a physical, hands-on approach. Use manipulatives when teaching math. Take field trips to the grocery store or post office to give students a meaningful experience. When students are able to make real connections to the world around them, or physically explore a concept, the knowledge will stick with them.

Positive feedback will encourage the student to keep on trying. If a student masters a concept or meets a goal it is important to reward or applaud the student immediately.

Music is a wonderful motivator among all children and particularly ones with intellectual disabilities. Making a simple, catchy song to go along with a concept is a fun way to engage the student and help them remember information.

Students with certain disabilities can be unpredictable in what they can learn and what might set off a certain behavior. What might appear to be a temper tantrum is often the student's way of telling you, "This is too hard. I am frustrated," or "I am tired. I need a break." Take the time to learn the individual child's needs and who they are. If you are feeling overwhelmed and cannot relate to the student it is OK to stop the lesson and resume when both student and teacher can handle the lesson pace. It may take a while for students to make some progress, but if you are patient it will be priceless when they do.

(Source: Five Tips for Teaching Students with Intellectual Disability by brighthubeducation.org)

Other Helpful Links for Teaching Students with Intellectual Disabilities

GUIDE FOR PARENTS OF CHILDREN WITH INTELLECTUAL DISABILITIES
Help for Babies and Toddlers
When a baby is born with an intellectual disability, his or her parents should know that there's a lot of help available-and immediately. Shortly after the diagnosis of ID is confirmed, parents will want to get in touch with the early intervention system in their community. We'll tell you how in a moment.

Early intervention is a system of services designed to help infants and toddlers with disabilities (until their 3rd birthday) and their families. It's mandated by IDEA. Staff work with the child's family to develop what is known as an Individualized Family Services Plan, or IFSP. The IFSP will describe the child's unique needs as well as the services he or she will receive to address those needs. The IFSP will also emphasize the unique needs of the family, so that parents and other family members will know how to help their young child with intellectual disability. Early intervention services may be provided on a sliding-fee basis, meaning that the costs to the family will depend upon their income.

To access early intervention services in your area, ask your child's pediatrician for a referral or call the local hospital's maternity ward and ask for contact information for your local services program.
Help for School-Aged Children
School staff will work with the child's parents to develop an Individualized Education Program or IEP. The IEP is similar to an IFSP. It describes the child's unique needs and the services that have been designed to meet those needs. Special education and related services are provided at no cost to parents.

To access special education services for a school-aged child in your area, get in touch with your local public school system. Calling the elementary school in your neighborhood is an excellent place to start.
Tips for Parents

Learn about intellectual disability.

Be patient, be hopeful.

Encourage independence in your child.

Give your child chores.

Give your child frequent feedback.

Find out what skills your child is learning at school.

Find opportunities in your community for social activities.

Talk to other parents whose children have an intellectual disability.

Meet with the school and develop an IEP to address your child's needs.

Take pleasure in your beautiful one.

(Read the entire article here: Intellectual Disability by parentcenterhub.org)

We are not affiliated with all the organization and educators mentioned in this article. We just couldn't help but share their wonderful inputs and goals in making lives of students with intellectual disability a little better. Because people, especially intellectual disabled children need to meet a person who will touch their lives in every way or the other to be the best that they can be. Just like Jenny, Lt. Dan, and Mrs. Gump in Forrest's life.
"I don't know if we each have a destiny, or if we're all just floatin' around accidental-like on a breeze. But I, I think maybe it's both." - Forrest Gump

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Strategies for Teaching Students with Intellectual Disabilities

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"My mama always said, 'Life was like a box of chocolates. You never know what you're gonna get.'" Sounds familiar? Yes, that's the famous line from the award-winning movie, "Forrest Gump." Is it 23 years ago already when it hit the theaters? Along with remarkable quotes we can still remember to today was Tom [...]

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Offer suggestions and assistance to the student as you continue to observe their behavior and performance. Some suggestions include:
- differentiated instruction
- scaffolding
- graphic organizers
- multisensory instruction

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Techniques to Help Struggling Students | Teaching Strategies

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What techniques help struggling students? Here are five strategies, such as multisensory instruction, that can help kids with ADHD, learning disabilities, and more.

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Create observation plan and identification criteria

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Create observation plan and identification criteria

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Recognize the signs of learning disabilities and/or language needs

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Suggestions for talking with students about learning struggles

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Suggestions for talking with students about learning struggles

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Assess readiness: Some kids, especially younger ones, might not be ready to speak up, and that’s okay! You can model good advocacy skills by talking with your child (and letting her see you talk to others) about learning differences frankly and comfortably.

Ask and listen: If your child is uncomfortable talking to others about their learning issues, have a talk about what’s bothering them. They may be feeling embarrassed or ashamed of being “different.” Take this as an opportunity to reassure them and talk through their fears or doubts. They’ll feel better and you’ll have the information you need to support them emotionally, as well as academically.

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"I learn differently."

Three small words that can make a world of difference for kids like me who grew up struggling with learning issues.

Sounds simple enough, right?

Wrong.

If your child has a learning disability, getting them help-working with the school to get an effective IEP -is the first thing on your mind. But helping them get comfortable talking about it is also important. And for a lot of kids, opening up isn't as easy as it sounds.

Without context, the symptoms of LD can look like laziness or disobedience, and, more often than not, that means kids find themselves being disciplined rather than helped.

I have ADHD and dyscalculia. As a kid I was dreamy, disorganized, and really (really) bad at math. I doodled during class and regularly missed homework assignments. On the other hand I was also smart, talkative, and good at writing. The discrepancy made my weaknesses seem willful.

"I was in trouble all the time," agrees Kaitlin, a 16-year-old high school student with ADHD and auditory processing issues. "I was afraid to tell them what was going on with me, so they just thought I was a bad student. It seemed like I didn't care about doing well, which wasn't true."

Kaitlin's mother was working with the school to get her the accommodations she needed, but Kaitlin was still uncomfortable talking about her learning disability.

"It took time for me to open up, but in my second semester of 9 th grade I started telling my teachers that I had learning difficulties and right away things got a lot better," she says. "For the first time, they saw that I really was trying, even if it didn't always seem that way, and I got the help I needed."

When you're a kid who's struggling to stay afloat, drawing attention to yourself can feel scary. If your child is reluctant to open up about their learning needs, doing a little groundwork at home can help get the conversation started.

Assess readiness: Some kids, especially younger ones, might not be ready to speak up, and that's okay! You can model good advocacy skills by talking with your child (and letting her see you talk to others) about learning differences frankly and comfortably.

Ask and listen: If your child is uncomfortable talking to others about their learning issues, have a talk about what's bothering them. They may be feeling embarrassed or ashamed of being "different." Take this as an opportunity to reassure them and talk through their fears or doubts. They'll feel better and you'll have the information you need to support them emotionally, as well as academically.

Once your child is feeling comfortable and you're confident they've got a strong understanding of their LD, help them get their message across clearly with these pointers:

Name your LD: Even though teachers should have the information, it's good for a child to get in the habit of naming of their learning difference-for example, "I have auditory processing disorder"-so there is no confusion.

Be specific: Not all kids with learning issues are the same, so encourage your child to spell out the ways their LD affects their personally: "It's hard for me to hear when there's a lot of background noise, so sometimes I miss parts of the lecture." Knowing what has worked for them in the past-and what hasn't-will give teachers a head start on providing the best support.

Talk about strengths, too: Encourage your child not to just recite a list of things they're "bad" at, but to talk about things they're good at, too, and their interests. This will not only boost their self-esteem, it will help the teacher place them in activities that allow them to demonstrate their strengths.

Express enthusiasm: Sometimes learning issues can make it hard for others to see how passionate kids are about succeeding in school. Expressing enthusiasm and interest in doing well will help your child turn their teachers into allies.

Tell on yourself: If your child has habits or strategies they use to manage their LD that don't necessarily look like what they are, encourage them to let the teacher know. For example: I pay attention best when my hands are occupied, so I used to draw all through class. I heard every word, but to my teachers I looked disinterested and bored. Once I learned to let teachers know why I was doodling, they knew I was paying attention, even if it didn't always look like it.

Test drive: When your child feels ready, go over what they're going to say a few times at home. This way you can be sure they're sharing useful information and give them a chance to practice in a safe, non-judgmental environment.

Provide back up: Talk to them about how they'll handle situations that are less than perfect. And if they're not getting the accommodations they are entitled to, agree that they'll tell you about it right away. This way you can provide comforting, positive feedback, and make a time to talk with the teacher and the administration if you need to.

Start small: If they're feeling nervous, encourage them to pick one person they feel comfortable with-a favorite teacher, camp counselor, or even a family friend, as a "test" candidate they can practice on.

"I didn't really learn to talk about my ADHD until college," says Lauren, who struggled with learning issues throughout middle and high school. Looking back, she feels strongly that finally having a community of LD/ADHD-friendly peers was what helped her to open up.

"I ended up at a school where other students had learning issues and talked about them!" she says. "For the first time I had friends who spoke openly about having LDs. Finding out I wasn't alone made me feel more comfortable talking about my ADHD. Now I'm more forthcoming. It's almost like a disclaimer: 'You'll have to be ok with this part of me if you want to be my friend.' "

For many kids who struggle with the stigma of learning differently, finding out that other kids they like and respect also struggle with learning issues boosts self-esteem and helps bust stigma. It was huge for me.

We all have, somewhere, a list of things we wish we could tell our younger selves. It's going to be okay. You don't have to change to fit in. Your hair looks great. I promise!

But if I had to pick just one thing to tell my past self it would be this:

Speak up about your learning issues. Do it loudly and often. Don't be scared. You won't be sorry.

As a parent though, you don't need to be a time traveler to help your kids develop the confidence to advocate for themselves. Just pass the message on. You'll be giving them the tools they need for a brighter, better future.

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How to Help Kids Talk About Learning Disabilities - Child Mind Institute

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Sometimes opening up about learning differently is hard, but with practice, the rewards can be huge. How to talk to kids about learning disabilities.

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Step 2: Discuss observations with the student and offer feedback and suggestions

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Step 2: Discuss observations with the student and offer feedback and suggestions

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Step 4: Discuss student and observations with parents 

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Step 4: Discuss student and observations with parents 

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The first step is for teachers, parents, or administrative officials to recognize the signs of a struggling student.

The following is a list of possible indicators of a struggling student:

Becomes easily frustrated

Lacks self-motivation

Has difficulty staying on task

Takes longer than normal to complete written work

Begins to argue with you over school work

Becomes anxious and stressed about homework

Starts to leave books and assignments at school

Has difficulty following directions

Seems to work longer and harder with little or no improvement

Is no longer organized and forgets projects and tests dates

Turns in incomplete homework or none at all

Makes frequent and careless errors

Seems to have trouble with note-taking skills

Struggles with basic reading, writing, math, or spelling skills

Has difficulty remembering and does not retain learned skills

Makes negative comments about the teacher or about school in general

Receives notes home from teachers about classroom misconduct

https://www.advancedlearners.com/tutoring/struggling.aspx

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https://pce.sandiego.edu/resources/signs-student-struggling-download/

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Step 3: Discuss the student and observation with school leadership (starting with the principal, vice principal, or department head). 

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Step 3: Discuss the student and observation with school leadership (starting with the principal, vice principal, or department head). 

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Step 1: Recognize the signs of a struggling student/Observe the student (this is an ongoing process)

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Step 1: Recognize the signs of a struggling student/Observe the student (this is an ongoing process)