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Common Learning Disabilities Jennie observed were: "attention deficit disorder (ADD), attention deficit hyperactivitydisorder (ADHD), dyslexia, and persuasive development disorders (PDD, of whichautism is the most well-known condition)."

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Common Learning Disabilities Jennie observed were: "attention deficit disorder (ADD), attention deficit hyperactivitydisorder (ADHD), dyslexia, and persuasive development disorders (PDD, of whichautism is the most well-known condition)."

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Three Techniques she used:  "classroom management, materials presentation, and assessment."

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Three Techniques she used:  "classroom management, materials presentation, and assessment."

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Scaffolding materials like graphic organizers, pictures, and diagrams are helpful. Especially for those with auditory processing problems or PDD. 

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Scaffolding materials like graphic organizers, pictures, and diagrams are helpful. Especially for those with auditory processing problems or PDD. 

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Knowing your students level of language proficiency in both their native language, as well as the new language being learned, is the first step in understanding where to start with a child who has been identified with a special need.

*However, the same premise that applies to all students learning in a second language applies to students with special needs. All students must have opportunities to practice using the language in context with appropriate support in various modalities.

Some key strategies might include:

video, digital books, audio, data displays, simulations and concept maps.

students with low vision: visual display options such as screen magnification, the ability to adjust font size and contrast values of text to background.

students with reading disabilities, including dyslexia, often experience difficulty reading large amounts of text. Supports such as: audio textbooks, video, text-to-speech technology and additional time to complete assignments.

linguistic and non-linguistic methods to represent key vocabulary, labels, symbols and icons to support comprehension of concepts.

identify key ideas and critical information with tools such as graphic organizers, outlines and concept maps.

Scaffolding: beginning instruction at a student’s current level of understanding and providing teacher support to assist the student in reaching the next level of mastery.

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Think, pair, share and small group discussions work well for ADD/ADHD.

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Think, pair, share and small group discussions work well for ADD/ADHD.

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Teaching ELL students with a special education IEP requires understanding the student, the IEP process, and second language acquisition.

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Teaching ELL students with a special education IEP requires understanding the student, the IEP process, and second language acquisition.

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if students struggle with auditory processing, a teacher should not rely on lectures to get their point across. implement different learning styles in your lessons.

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if students struggle with auditory processing, a teacher should not rely on lectures to get their point across. implement different learning styles in your lessons.

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Using readability software / leveled readings, having discussions in groups, using media. 

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Using readability software / leveled readings, having discussions in groups, using media. 

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Establish a routine, ring a bell, Provide directions through multiple forms of input.

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Establish a routine, ring a bell, Provide directions through multiple forms of input.

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provide students with short movement breaks.

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provide students with short movement breaks.

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Partnering higher language proficiency speakers with lower level proficiency to increase language with lower level proficiency to increase language

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Partnering higher language proficiency speakers with lower level proficiency to increase language with lower level proficiency to increase language

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Learning disabilities may not be recognized in the face of being an ELL student.

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Learning disabilities may not be recognized in the face of being an ELL student.

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Break down steps, Use sentence frames to scaffold writing or oral production.

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Break down steps, Use sentence frames to scaffold writing or oral production.

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Differentiated worksheets/assignments. Scaffolding as appropriate. Some include the sentence frames,mentor sentences and close sentences and others do not.

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Differentiated worksheets/assignments. Scaffolding as appropriate. Some include the sentence frames,mentor sentences and close sentences and others do not.

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Don't just cater to a childs cognitive dissability or language deficit but to both at the same time

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Don't just cater to a childs cognitive dissability or language deficit but to both at the same time

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Picture support, oral or written instructions, lots of modeling. Lots of repetition. 

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Picture support, oral or written instructions, lots of modeling. Lots of repetition. 

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ELL learners are unable to communicate effectively in English and need modified instruction. 

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ELL learners are unable to communicate effectively in English and need modified instruction. 

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Some key strategies might include:video, digital books, audio, data displays, simulations and concept maps.students with low vision: visual display options such as screen magnification, the ability to adjust font size and contrast values of text to background.students with reading disabilities, including dyslexia, often experience difficulty reading large amounts of text. Supports such as: audio textbooks, video, text-to-speech technology and additional time to complete assignments.linguistic and non-linguistic methods to represent key vocabulary, labels, symbols and icons to support comprehension of concepts.identify key ideas and critical information with tools such as graphic organizers, outlines and concept maps.Scaffolding: beginning instruction at a student’s current level of understanding and providing teacher support to assist the student in reaching the next level of mastery.

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Some key strategies might include:video, digital books, audio, data displays, simulations and concept maps.students with low vision: visual display options such as screen magnification, the ability to adjust font size and contrast values of text to background.students with reading disabilities, including dyslexia, often experience difficulty reading large amounts of text. Supports such as: audio textbooks, video, text-to-speech technology and additional time to complete assignments.linguistic and non-linguistic methods to represent key vocabulary, labels, symbols and icons to support comprehension of concepts.identify key ideas and critical information with tools such as graphic organizers, outlines and concept maps.Scaffolding: beginning instruction at a student’s current level of understanding and providing teacher support to assist the student in reaching the next level of mastery.

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Teachers should plan for verbal, procedural, and instructional scaffolds to allow students to grow academically.

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Teachers should plan for verbal, procedural, and instructional scaffolds to allow students to grow academically.

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They require specialized or modified instruction in both the English language and in their academic courses.

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They require specialized or modified instruction in both the English language and in their academic courses.

# data[].attributes.headline
Some key strategies might include:video, digital books, audio, data displays, simulations and concept maps.students with low vision: visual display options such as screen magnification, the ability to adjust font size and contrast values of text to background.students with reading disabilities, including dyslexia, often experience difficulty reading large amounts of text. Supports such as: audio textbooks, video, text-to-speech technology and additional time to complete assignments.linguistic and non-linguistic methods to represent key vocabulary, labels, symbols and icons to support comprehension of concepts.identify key ideas and critical information with tools such as graphic organizers, outlines and concept maps.Scaffolding: beginning instruction at a student’s current level of understanding and providing teacher support to assist the student in reaching the next level of mastery.

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Some key strategies might include:video, digital books, audio, data displays, simulations and concept maps.students with low vision: visual display options such as screen magnification, the ability to adjust font size and contrast values of text to background.students with reading disabilities, including dyslexia, often experience difficulty reading large amounts of text. Supports such as: audio textbooks, video, text-to-speech technology and additional time to complete assignments.linguistic and non-linguistic methods to represent key vocabulary, labels, symbols and icons to support comprehension of concepts.identify key ideas and critical information with tools such as graphic organizers, outlines and concept maps.Scaffolding: beginning instruction at a student’s current level of understanding and providing teacher support to assist the student in reaching the next level of mastery.

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Make sure you have balance as to not "catch" students behaviors

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Make abstract concepts concrete by rooting them in a students personal experience.

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If you suspect an ELL student to have disabilities, as a teacher start the process of diagnosis and arranging support  

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If you suspect an ELL student to have disabilities, as a teacher start the process of diagnosis and arranging support  

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read the student’s psycho-educational testing results. The report will tell you about the student’s processing deficits (auditory, visual, etc.), and this will help you design great lesson plans.

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read the student’s psycho-educational testing results. The report will tell you about the student’s processing deficits (auditory, visual, etc.), and this will help you design great lesson plans.

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Reward Reward Reward!

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Create an office desk for students who have trouble focusing. Should NOT be a punishment.

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Explain idioms, cultural context and slang.

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Explain idioms, cultural context and slang.

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Use scaffolding with graphic organizers, picture support, word banks.

When possible provide text on instructional lexile levels so all students can read independently
.

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Knowing your student is the first step to take

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Knowing your student is the first step to take

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Build Students Vocabulary

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ELL learners need to receive  educational accommodations to support them with the  organization, attention and study skills strategies. 

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ELL learners need to receive  educational accommodations to support them with the  organization, attention and study skills strategies. 