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If a student shows one or more of the following one should carefully observe the student as to differentiate between language need or learning disability. 

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Identifying a struggling student. First step: observe the signs 

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Identifying a struggling student. First step: observe the signs 

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-->Struggles to pay attention

-->Consistently distracting the class

-->Appears disconnected/day dreaming

--> Rarely participates nor shows excitement for learning

-->Academically behind other students in class

-->Reads at a slower pace and struggles with reading comprehension

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Second step : Consistent assessment of student work 

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Second step : Consistent assessment of student work 

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-->Gather evidence by reviewing tests, assignments, in-class activities and behavior.

--> Before getting student services and parents involved, make sure to have enough "evidence" to support the idea that the student may have a learning disability or language need.

-->Evidence will be useful in communicating the issues in detail with student services and the caretakers of the student.

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Third step: identify language need or learning disability? 

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Third step: identify language need or learning disability? 

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According to Cindy Perras, "Because of challenges that are universally experienced when trying to learn a new language, it can be difficult to determine if a student is simply struggling with the language, or if the student also has learning disabilities (Duquette and Land, 2014). There are many shared characteristics between ELLs and students with LDs, including weak oral language skills, poor motivation, and low self-esteem (Ortiz et al., 2006, as cited in Duquette and Land, 2014)." (Perras, 2017)

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14 Learning Disabilities under the IDEA law 

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14 Learning Disabilities under the IDEA law 

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Educating oneself with the 14 learning disabilities is essential in proper identification of a struggling student

Disability Categories | Fairfax County Public Schools

Be aware of state specific classifications of a disability... "States are required to implement the provisions regarding evaluation to determine whether a student is a child with a disability and eligible for special education and related services. States develop their own definitions and eligibility criteria, but they are not required to submit this information to the Secretary." (Congressional research service 2020).

"Procedures for determining learning disability according to IDEA:

1. A team may determine that a child has a specific learning disability if:

The child does not achieve commensurate with his or her age and ability levels in one or more of the areas listed below, if provided with learning experiences appropriate for the child’s age and ability levels; and

The child has a severe discrepancy between achievement and intellectual ability in one or more of the following areas: Oral expression; listening comprehension; written expression; basic reading skill; reading comprehension; mathematics calculation; mathematics reasoning, and/or a presented portfolio, and/or teacher reports on daily work which shows academic performance is not in an acceptable range and the learning processing disability can be seen or it was stated.

The team may not identify a child as having a specific learning disability if the severe discrepancy between ability and achievement is primarily the result of:

A visual, hearing, or motor impairment;

intellectual disabilities;

Emotional disturbance; or

Environmental, cultural or economic disadvantage.

Observation:

At least one team member other than the child’s regular teacher shall observe the child’s academic performance in the regular classroom setting.

In the case of a child of less than school age or out of school, a team member shall observe the child in an environment appropriate for a child of that age.

Written report For a child suspected of having a specific learning disability, the documentation of the team’s determination of eligibility must include a statement of:

Whether the child has a specific learning disability.

The basis for making the determination.

The relevant behavior noted during the observation of the child.

The relationship of that behavior to the child’s academic functioning.

The educationally relevant medical findings, if any.

Whether there is a severe discrepancy between achievement and ability that is not correctable without special education and related services.

The determination of the team concerning the effects of environmental, cultural, or economic disadvantage." (Congressional research service 2020)

Eligibility: Determining Whether a Child is Eligible for Special Education Services – Learning Disabilities Association of America

The Individuals with Disabilities Education Act: A Comparison of State Eligibility Criteria

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Autism is not always easy to detect in children however, there have been studies that identify common traits to look for in students that you believe may be autistic. 

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-->"Language based learning difficulties is not the same thing as learning disabilities, and students with learning differences are not protected under the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Americans with Disabilities Act (ADA). The term “learning difference” has no legal or medical definition at this time, so even though language-based learning disabilities may sometimes be called language-based learning differences, it is not the technical or legal term recognized by law." (Milehan et al.)

-->There are many factors that can result in a language based learning disability such as neurobiological differences and environmental factors (differing academic instruction ).

Guide to Learning Disabilities - LD Boarding School | Gow

Chapter 1 Tools and Resources for Identifying All English Learners

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Source: Playground Equipment, "A Guide to the 7 Types of Learning Disabilities," playgroundequipment.com.

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A Guide To the 7 Types of Learning Disabilities

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"According to the National Center for Learning Disabilities, one in five children in the United States have learning or attention disabilities. "

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"According to the National Center for Learning Disabilities, one in five children in the United States have learning or attention disabilities. "

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Students with learning disability and language needs 

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Students with learning disability and language needs 

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--> In the case of a student with both a learning disability and language need, an IEP will need to be developed as well as the involvement from specialty services.

-->The division for learning disabilities advises that when faced with a student with both a learning disability and language need instruction alteration could include "providing extra time to complete tasks, clarifying complex directions, providing visual supports, recording reading assignments for homework or review, providing peer tutoring, and breaking longer presentations into shorter segments." (Division for learning disabilities 2014)

Reference this article for further assistance in developing a plan for these students .DLD_PP-1_ELL-LD-2014.pdf

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-->Get school specialist in special education or student services involved.

-->Communication with the family after careful documentation and observation of the struggling student. Depending on the age of the student, it is likely that the family already has an idea of the learning disability or language need. It is important to communicate with the family early on once identifying a struggling student.

-->Once the caretakers are informed and in agreeance with an intervention strategy, student services should administer a series of assessments to determine the disability and assess the students overall academic level.

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Fifth step: Developing an IEP (Individual Education Program)

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Fifth step: Developing an IEP (Individual Education Program)

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After academic assessments, one should work with family and student services to develop on IEP for the student.

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Perras, C. (2017, September 18). Language acquisition difficulty or learning disability? how to differentiate and support English language learners with a learning disability. LD@school. https://www.ldatschool.ca/language-acquisition-difficulty-or-learning-disability/

Congressional Research Service. (2020). R46566: Title of the report. Library of Congress. https://crsreports.congress.gov/product/pdf/R/R46566

The individuals with disabilities education act: A comparison ... (n.d.). https://crsreports.congress.gov/product/pdf/R/R46566

Chapter 1 tools and resources for identifying all English ... (n.d.-a). https://www.ed.gov/sites/ed/files/about/offices/list/oela/english-learner-toolkit/chap1.pdf

Guide to learning disabilities - LD boarding school. Gow. (n.d.). https://www.gow.org/about/blog/guide-to-language-based-learning-disabilities-in-students

Maza, L. (2024, April 23). Examples of assistive technology in the classroom. Enabling Devices. https://enablingdevices.com/blog/assistive-technology-in-the-classroom/

Young, G., & MacCormac , J. (2018, May 4). Assistive technology for students with learning disabilities. LD@school. https://www.ldatschool.ca/assistive-technology/

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Depending on the learning disability and resources available Assistive Technology (AT) should be explored to further support the student.

List of AT options can be found here: Reducing Overload in Students with Learning and Behavioral Disorders: The Role of Assistive Technology

Some lo-tech AT are listed below:

--> text-to-speech

-->noise canceling headphones

-->timers

--> pencil grips

7 Simple Examples of Assistive Technology in the Classroom