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While my school does not have clear guidelines for students with disabilities or learning needs, there is a process I follow myself. First, it begins with coming to class and observing.

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The student is displaying difficulties. I watch to see if it's behavioral, or if it's academic.

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If the student is displaying behavioral difficulties, I start by assessing their environment and learning situation.

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If the student is acting out, as in they are behaving in an impulsive manner, it may be a sign of a learning disability or something adjacent like ADHD. If the behavior seems calculated for attention, the student might just need alternative solutions.

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Steps will include re-locating the student to another part of the classroom, re-introducing the task to everybody in the class so the student doesn't feel singled out. If problems continue, I work with homeroom teachers and parents to figure out the underlying issues.

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If the behavior from the student does not seem consistent with intent, and more that the student seems to have trouble understanding cues, I will be more sensitive.

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The first degree of intervention will include:

I will implement solutions such as:

Extra attention

Pairing with a more advanced student

Adjusting the individual student's grading curve and workload.

Focus on positive reinforcement so the student doesn't feel blamed for every little thing.

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If the student is withdrawn or seems confused, I'll first make sure it's an issue of understanding instructions or the concept. I'll keep going over what we are learning, pair with a more advanced student and give it a little bit of time to make sure the student has the ability to learn it with time.

If the student needs extra help, I will begin the first step of intervention.

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If the student needs deeper levels of help, the final steps is to set up a meeting with the homeroom teacher, my supervisor teacher and the parent. While in Taiwan, the idea of special education is still ab it taboo, the rights of students with disabilities is protected in Taiwan by the Ministry of Education. If need be, I could invoke that to help the student get help.

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Student Showing  a language learning need

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Student Showing  a language learning need

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If I am able to establish it's a language issue rather than a behavioral or a learning disability, it's time to assess what the issue specifically is. It could be a number of things such as pronunciation problems, vocabulary problems, listening comprehension or not understanding the instructions.

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Often times, I find in my classroom the biggest disconnect is in the instructions. I go out of my way to show examples, visualize it for the students and allow other students to help the lower-level students understand instructions. I will walk around to students while they are doing activities and see what I can do to help as well. If I need to correct something in the activity, I often present it as an announcement to the entire class so that a student doesn't feel singled out for their mistake.

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If a student is very low level and is just falling behind, I'll do a number of things depending on the situation. If it is a class mostly based on participation and not as intensive grade wise, I would have different expectations for them and give them a learning plan to go at their own pace. For intensive classes, such as novel-reading classes, this requires a meeting with the home room teacher to plan time outside of class for me to assist the student.