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(4a) If problem(s) inconsistent across languages, consider a language-need based strategy. 

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(4a) If problem(s) inconsistent across languages, consider a language-need based strategy. 

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Coordinate with homeroom teacher and admin to form a potential plan of attack, e.g., Multi-Tiered System of Support (MTSS).

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(4b) If problem(s) consistent across languages, explore learning disability approaches.

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(4b) If problem(s) consistent across languages, explore learning disability approaches.

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Coordinate with school special ed personnel to work out a plan, e.g., Response to Intervention (RTI).

(Source: Understanding Response to Intervention & Multi-Tiered System of Support)

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A handy guide for identifying a problem and walking through the steps to addressing it.

For Tier 1, try multiple interventions.

Give it a month.

Keep track of each, noting effects.

Consider Tier 2 if no progress after 6 months.

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PBIS World | A Complete Tier 1 Through Tier 3 Positive Behavior Interventions & Supports System

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PBIS World is in no way affiliated, associated, or connected with any other website, entity, organization, or federal, state, local, or other government agency, department, program, policy, organization, or initiative.

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Brush up on common ELL terminology for accurately describing the situation.

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Ever wondered what a semantic organizer was? Or the difference between ELD and ENL? Or perhaps you just want to learn a new word everyday! Find out the definitions of many of the terms related to English language learners (ELLs) in our glossary of frequently used words and phrases.

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Refer to standard terms in special education.

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The following list contains special education terms, definitions and acronyms that are commonly used by schools during the IEP process.

Adapted Physical Education (APE): Specially designed physical education program, using accommodations designed to fit the needs of students who require developmental or corrective instruction in PE.

Anxiety in Children: Defined as extreme agitation, filled with tension and dread. Anxiety is different than fear. Children with anxiety may or may not qualify for special education. Those who need modifications to their school day can achieve this through a 504 plan.

Assessment or Evaluation: Term used to describe the testing and diagnostic processes leading up to the development of an appropriate IEP for a student with special education needs.

Asperger's Syndrome: A type of pervasive developmental disorder (PDD) that involves delays in the development of basic skills, including socializing, coordination and the ability to communicate.

A brain development disorder characterized by impaired social interaction, communication and by restricted and repetitive behavior. Signs usually begin before a child is 3 years old.

Behavior Intervention Plan (BIP): Special education term used to describe the written plan used to address problem behavior that includes positive behavioral interventions, strategies and support. May include program modifications and supplementary aids and services.

Bipolar Disorders: Characterized by cycles of mania alternating with depression. It is difficult to diagnose children with this disorder and often controversial.

Blindness: Condition defined by lacking visual perception due to physiological or neurological factors.

Cerebral Palsy: A series of motor problems and physical disorders related to brain injury. CP causes uncontrollable reflex movements and muscle tightness and may cause problems in balance and depth perception. Severe cases can result in mental retardation, seizures or vision and hearing problems.

Common Core Standards: A shared set of evidence based national standards developed through state led initiatives. Common Core is designed to have fewer, simplified standards. They were created by the National Governors Association and Council of Chief State School Officers. Officials from 48 states participated in the process to develop the standards over several years.

Community Advisory Committee (CAC): A committee whose membership includes parents of school children, school personnel and representatives of the public. This committee advises school administration and local school boards regarding the plan for special education, assists with parent education and promotes public awareness of individuals with special needs.

Complaint Procedure: A formal complaint filed with the County or State Board of Education if a district violates a legal duty or fails to follow a requirement under the Individuals with Disabilities Education Act. (IDEA)

Cumulative File: The records maintained by the local school district for any child enrolled in school. The file may contain evaluations and information about a child's disability and placement. It also contains grades and the results of standardized assessments. Parents have the right to inspect these files at any time.

Deafness: Hearing impairment so severe that a child is impaired in possessing any linguistic information through hearing.

Designated Instruction Services (DIS): Instruction and services not normally provided by regular classes, resource specialist programs or special day classes. They include speech therapy and adaptive physical education.

Differential Standards for Graduation: Standards for graduation that may be modified for students with exceptional needs.

Disability: Physical or mental impairment that substantially limits one or more major life activities.

Early Intervention: Programs for developmentally delayed infants and toddlers through 35 months of age; designed to help prevent problems as the child matures.

Emotional Disturbance (SED): Term used to describe a diagnosable mental, behavioral or emotional disorder that lasts for a significant duration that meets the criteria within the Diagnostic and Statistical Manual of Mental Disorders.

Extended School Year Services (ESY): An extended school year is a component of special education services for students with unique needs who require services in excess of the regular academic year. Extended year often refers to summer school.

Functional Behavioral Assessment (FBA): A problem solving process for addressing inappropriate behavior.

Hearing Impairment: Full or partial decrease in the ability to detect or understand sounds.

Home/Hospital Instruction: Students with verified medical conditions, which prevent them from attending school, may receive services on a temporary basis in the home or hospital with a physician's referral.

Inclusion: Term used to describe services that place students with disabilities in general education classrooms with appropriate support services. Student may receive instruction from both a general education teacher and a Individuals with Disabilities Education Act (IDEA 2004): The original legislation was written in 1975 guaranteeing students with disabilities a free and appropriate public education and the right to be educated with their non-disabled peers. Congress has reauthorized this federal law. The most recent revision occurred in 2004.

Individualized Education Plan (IEP): Special education term outlined by IDEA to define the written document that states the disabled child's goals, objectives and services for students receiving special education.

Individualized Education Program Team: Term used to describe the committee of parents, teachers, administrators and school personnel that provides services to the student. The committee may also include medical professional and other relevant parties. The team reviews assessment results, determines goals and objectives and program placement for the child needing services.

Individualized Family Service Plan: (IFSP) A process of providing early intervention services for children ages 0-3 with special needs. Family based needs are identified and a written plan is developed and reviewed periodically.

Individualized Transition Plan (ITP): This plan starts at age 14 and addresses areas of post-school activities, post secondary education, employment, community experiences and daily living skills.

Least Restrictive Environment (LRE): The placement of a special needs student in a manner promoting the maximum possible interaction with the general school population. Placement options are offered on a continuum including regular classroom with no support services, regular classroom with support services, designated instruction services, special day classes and private special education programs.

Local Education Agency (LEA): Term used to describe a school district participating in a SELPA.

Local Plan: A plan developed by a SELPA and submitted to the State Department of Education for approval. The document outlines the plan for delivery of support services to eligible students living within the geographic boundaries of the plan.

Mainstreaming: Term used to describe the integration of children with special needs into regular classrooms for part of the school day. The remainder of the day is in a special education classroom.

Mental Retardation (now referred to as Intellectually Disabled): This term has recently been changed. This disorder is characterized by below average cognitive functioning in two or more adaptive behaviors with onset before age 18.

Multiple Disabilities: An IEP term used to define a combination of disabilities that causes severe educational needs that require multiple special education programs such as mental retardation with blindness.

Non-public School (NPS) Districts contract with non-public schools when an appropriate placement cannot be found within the scope of the public education setting. Non-public school placement is sought only after efforts to find appropriate placement in public schools have been exhausted.

Obsessive-Compulsive Disorder(OCD): OCD is an anxiety disorder that presents itself as recurrent, persistent obsessions or compulsions. Obsessions are intrusive ideas, thoughts or images while compulsions are repetitive behaviors or mental acts that the child feels they must perform.

Occupational Therapists: Provide consultation and support to staff to improve a student's educational performance related to fine motor, gross motor and sensory integration development.

Oppositional Defiant Disorder (ODD): A child who defies authority by disobeying, talking back, arguing or being hostile in a way that is excessive compared to other children and this pattern continues for more than six months may be determined to have ODD. ODD often occurs with other behavioral problems such as ADHD, learning disabilities and anxiety disorders.

Orthopedic Impairment: Term used to define impairments caused by congenital anomaly, impairments by diseases and impairments by other causes.

Other Health Impaired: Term used to describe limited strength, vitality and alertness that results in limited ability in the educational environment. Impairment could be a result of chronic health problems such as asthma, attention deficit disorder, epilepsy, heart condition, hemophilia, leukemia, nephritis, rheumatic fever and sickle cell anemia.

Parent Consent: Special education term used by IDEA that states you have been fully informed in your native language or other mode of communication of all the information about the action for which you are giving consent and that you understand and agree in writing to that action.

Physical Therapists: Provide consultation and support to staff to improve a student's educational performance related to functional gross motor development.

Residential and Private Placements: Part B of IDEA does not require a school district to pay for the cost of education for your disabled child at a private school or facility if the school district made free appropriate public education available to your child and you chose to place your child in private placement.

Resource Specialists: Provide instructional planning and support and direct services to students who needs have been identified in an IEP and are assigned to general education classrooms for the majority of their school day.

Resource Specialist Program (RSP): Term used to describe a program that provides instruction, materials and support services to students with identified disabilities who are assigned to general classroom for more than 50% of their school day.

School Psychologist: Assist in the identification of intellectual, social and emotional needs of students. They provide consultation and support to families and staff regarding behavior and conditions related to learning. They plan programs to meet the special needs of children and often serve as a facilitator during an IEP meeting.

Sensory Processing Disorder: A complex brain disorder that causes a child to misinterpret everyday sensory information like movement, sound and touch. Children with SPD may seek out intense sensory experiences or feel overwhelmed with information.

Speech and Language Specialists: Assesses students for possible delayed speech and language skills and provides direct services in the area of phonology, morphology, syntax, semantics and pragmatics. They are also available regarding hearing impairments and amplification.

SSDI: Social security disability insurance benefits are provided to qualified individuals who cannot engage in substantial gainful work activity because of a disability and who have paid into the system or has a parent who has paid into the Social Security system.

SSI: Supplemental Security Income benefits are provided to qualified individuals who cannot engage in substantial gainful work activity because of a disability and who fall below certain assets and income levels.

Special Day Class (SDC): Term used to describe a self contained special education class which provides services to students with intensive needs that cannot be met by the general education program, RSP or DIS program. Classes consist of more then 50% of the student's day.

State Schools: Most states operate state run residential schools for deaf and blind students.

Tourette's Syndrome: Disorder that includes multiple motor and one or more vocal tics, which occur many times per day, nearly daily. If a child has Tourette's syndrome, symptoms tend to appear between the ages of 3-10 years old.

Traumatic Brain Injury: An acquired injury to the brain caused by an external physical force resulting in total or partial functional disability or psychosocial impairment. Applies to open or closed head injuries.

Transition IEP: IDEA mandates that at age 16, the IEP must include a statement about transition including goals for post-secondary activities and the services needed to achieve these goals. This is referred to an Individual Transition Plan or (ITP).

Turner's Syndrome: This rare genetic disorder affects females and is characterized by the absence of an X chromosome. Characteristics include small stature, limited development of sexual characteristics, low hairline and abnormal eye and bone development.

Visual Impairment: Impairment in vision that even with correction adversely affects a child's educational performance.

Vision Specialists: Provide consultation and support to staff and direct instructional support to students with visual impairments. They provide functional vision assessments and curriculum modifications including Braille, large type and aural media.

Workability Program: These programs focus on preparing high school students with disabilities for successful transition to employment, continuing education and quality adult life with an emphasis on work based learning opportunities.

To read inspirational words of comfort from parents of children of special needs, or to submit your own, visit the Comfort Wall.

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A parent friendly list of special education terms and definitions commonly used by schools in the IEP process

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ELLs with learning disabilities (journal article)

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ELLs with learning disabilities (journal article)

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Summary: Find ways of better meeting the needs of ELLs with learning disabilities by emphasizing instruction that's "simultaneously responsive to their disability, English language status, and culture."

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Offers a list of potential red flags, including:

-unprompted acting out

-aggressive behavior / language

-falling asleep in class

-unwillingness to participate

-unexcused absences

-inappropriate responses to questions

-etc.

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In Taiwan, the subject teachers usually come to the students' main classroom, which is overseen by their primary teacher, who is useful for parent communication.

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(3) Determine whether the problem is one of language or learning (LD).

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(3) Determine whether the problem is one of language or learning (LD).

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Things to consider:

native language & literacy skills;

English language & literacy skills;

cultural factors affecting test / school performance;

family and developmental history;

educational history

Note: Assessments are best designed for and given in the native language.

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Children with learning disabilities (LDs) in reading and youngsters who are English language learners (ELLs) both are at risk for low reading achievement, but for different reasons. Children with genuine LDs in reading have intrinsic learning difficulties or differences, often related to problems in phonological processing that impact their word identification skills. ELLs usually can learn to read normally in their native language, but they lack sufficient exposure to both spoken and written English, which can adversely affect their development of English literacy. When both situations coexist for the same youngster-when a child with a learning disability happens also to be an English language learner-the issues surrounding identification and remediation can be very complex.

Identification

Evaluations of English language learners for possible LDs must consider many variables, including native language and literacy skills, English language and literacy skills, cultural factors that may influence test and school performance, family and developmental history, educational history, and the nature of previous reading instruction. Whenever possible, formal assessments should include tests administered in and developed for the native language; translations of English tests are highly problematic and should not be used. Formal native-language assessments are quite feasible for certain languages, such as Spanish. However, dozens of different languages may be represented in a major metropolitan center, and unfortunately, for many of these languages, no formal assessments may be available.

English-language assessments should always be interpreted with great caution, as they often simply reflect lack of exposure to English or normal developmental patterns involved in acquiring a second language. Nevertheless, the right assessments can be useful for planning an educational program. For example, if an English language learner with a suspected learning disability obtains a low score on a measure of English vocabulary, it may be impossible to know if the low score reflects a language disability as opposed to insufficient exposure to English; in either case, however, the results suggest that the child would benefit from instruction in English vocabulary.

Information from parents about the prior history of the child and family should be used to supplement any formal assessment data. For instance, parents should be asked about whether the child had difficulties or delays learning to talk in the native language; about the educational history of both the child and the family, such as opportunities to learn literacy in the native language and consistency of school attendance; and about any medical conditions, such as hearing or visual impairment, that may affect both language and literacy development.

For an English language learner experiencing difficulty with English reading skills, patterns such as the following suggest the possibility of a learning disability:

The child has a history of oral language delay or disability in the native language.

The child has had difficulty developing literacy skills in the native language (assuming adequate instruction in the native language).

There is a family history of reading difficulties in parents, siblings, or other close relatives (again, assuming adequate opportunity to learn to read).

The child has specific language weaknesses, such as poor phonemic awareness, in the native language as well as in English. (However, these difficulties may manifest somewhat differently in different languages, depending on the nature of the written language; for example, Spanish is a more transparent language than English, so children with phonological weaknesses may decode words more accurately in Spanish than in English.)

The child has had research-based, high-quality reading intervention designed for English language learners, and still is not making adequate progress relative to other, similar English language learners.

Remediation

Several studies have suggested that English language learners with LDs can benefit from interventions known to benefit monolingual youngsters with learning disabilities. These interventions include explicit phonemic awareness instruction, structured and systematic phonics instruction, explicit instruction in comprehension strategies, and peer-assisted learning. The extent to which this instruction should happen in the native language initially, if feasible, is still a matter of debate.

ELLs with LDs also have some specific instructional requirements related to their status as English language learners, such as needing an emphasis on English vocabulary development and the use of sheltered English techniques to aid English comprehension. Examples of sheltered English techniques are the use of visual aids, such as props, pictures, gestures, and facial expressions, to help convey meaning; encouraging children to expand and elaborate their responses to help develop oral expression abilities; and structuring oral input based on the level of understanding that children have.

Although much remains to be learned about ELLs with LDs, currently there is a great deal of interest in this population in the research community, with a number of ongoing studies. In the future, this research should increase our knowledge about the best ways to identify and teach English language learners with learning disabilities.

Examples of Sources

Peer-reviewed journal articles:

Chiappe, P., Siegel, L. S., & Wade-Woolsey, L. (2002). Linguistic diversity and the development of reading skills: A longitudinal study. Scientific Studies of Reading, 6, 369-400.

Gerber, M. M., & Durgunoglu, A. Y., guest editors. (2004). Reading risk and intervention for young English learners (special series). Learning Disabilities Research and Practice, 19, 199-272.

Geva, E. (2000). Issues in the assessment of reading disabilities in L2 children: Beliefs and research evidence. Dyslexia, 6, 13-28.

Gunderson, L., & Siegel, L. S. (2001). The evils of the use of IQ tests to define learning disabilities in first- and second-language learners. The Reading Teacher, 55, 49-55.

McCardle, P., Mele-McCarthy, J., Cutting, L., & Leos, K., guest editors. (2005). Learning disabilities in English language learners: Research issues and future directions (special series). Learning Disabilities Research and Practice, 20, 1-78.

Saenz, L. M., Fuchs, L. S., & Fuchs, D. (2005). Peer-assisted learning strategies for English language learners with learning disabilities. Exceptional Children, 71, 231-247. (See link below.)

Other helpful sources:

August, D., & Hakuta, K. (1997). Improving schooling for language-minority children. Washington, DC: National Academies Press.

Bruck, M., Genesee, F., & Caravolas, M. (1997). A cross-linguistic study of early literacy acquisition. In B. A. Blachman (Ed.)., Foundations of reading acquisition and dyslexia: Implications for early intervention (pp. 145-162). Mahwah, NJ: Erlbaum.

Genesee, F., Paradis, J., & Crago, M. (2004). Dual language development & disorders: A handbook on bilingualism & second language learning. Baltimore, MD: Brookes Publishing Co.

Gersten, R., & Baker, S. (2003). English language learners with learning disabilities. In H. L. Swanson, K. R. Harris, & S. Graham (Eds.), Handbook of Learning Disabilities (pp. 94-109). New York: Guilford.

Harry, B. (1992). Cultural diversity, families, and the special education system: Communication and empowerment. New York: Teachers College Press.

Helpful links:

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Learning Disabilities in English Language Learners

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Children with learning disabilities (LDs) in reading and youngsters who are English language learners (ELLs) both are at risk for low reading achievement, but for different reasons. Children with genuine LDs in reading have intrinsic learning difficulties or differences, often related to problems in phonological processing that impact their word identification skills.

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Maintain emphasis on differentiated instruction

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Maintain emphasis on differentiated instruction

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Article on DI, with an emphasis on critical thinking.

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Differentiated Instruction

Whether students are ahead of their peers or behind, differentiation should ensure that all learners engage in critical thinking.

Imagine asking one of your students for advice about choosing a birthday present for a family member who's their age and shares similar interests. When they recommend what to get, could they also explain what options to avoid and why their suggestion is the best choice? Is it likely that any of your students could give gift advice in this scenario whether their academic success was high or minimal?

Their advice is critical thinking in action. They analyze the information about your family member's interests and evaluate the quality of the options, including their suitability as the best fit. How do we give all learners opportunities to engage in challenging content that is differentiated based on academic needs?

A common misconception is that an effective differentiation system for readiness (i.e., skill levels) can be based on the revised Bloom's Taxonomy or another framework, like Webb's Depth of Knowledge. The idea is that advanced learners get activities where they analyze, evaluate, and create, while struggling learners need to build knowledge and understanding through basic applications.

As a result, learners who struggle with a subject area are denied rich experiences that could help them see authentic uses of skills in the world outside of school. While they work on abstract school content, they see their peers engage in rich conversations, analyzing and evaluating concepts to create artifacts for a public audience. It's like watching a three-star chef prepare a savory banquet as you prepare to eat a white bread sandwich containing iceberg lettuce.

This oversimplified approach to differentiation denies struggling learners valuable experiences that are based on higher-order thinking, despite their capacity to analyze, evaluate, and create in their daily lives. But how do we give all learners opportunities to engage in challenging content that is differentiated based on academic needs?

Steps for Differentiating to Challenge All Learners

Start with the end in mind. Identify the core skills and concepts that make up the learning outcomes. Then collect information on your students' preparedness, from prerequisites and minor gaps to existing mastery. Combined with students' lived experiences, this data should inform you on how to revise and/or remix a planned complex activity.

Recorded readings. Oral understanding can aid reading material by improving access to the information.

Word journals. Provide a words/terminology bank for key concepts in the subject area. Students should routinely update and review their journals.

Collaboration teams. Use structured protocol strategies for learner groups to explore, process, and construct content.

Peer support. Other learners can serve as resources as the need arises.

Next, design the learning experience for all students to complete that includes a critical thinking challenge.

Learning stations. Have students participate in different stations where they work on prerequisite skills based on their current skill level. The teacher is one station to personalize support for students grouped by similar needs.

Independent work. Assign students work based on the prerequisite skills they need more practice with. The teacher meets with students for personalized support.

Remix the critical thinking activity. Review the activity and make a version that focuses on either fewer choices or fewer moving parts. Simplify without compromising the critical thinking experience. Or, create a version that focuses on the prerequisite skills without compromising the opportunity for critical thinking.

For students who can accomplish the skills with bridging supports,curate resources, guides, and tools that support learners' needs while focusing on the instructional outcome. Here are some examples:

For students who lack prerequisite skills or conceptual understanding,plan activities that include custom supports for skills and critical thinking experiences. Here are some examples:

For students who already meet learning expectations,introduce new knowledge, skills, and/or concepts that amplify their understanding. Add these elements into the prepared critical thinking experience for more seasoning and spice. This could be included in learning stations, independent work, and other activities.

Differentiation is about meeting needs for all learners through equitable critical thinking challenges.

If we routinely review and analyze student achievement data to monitor their progress, the information tells us the specific gaps or prerequisite skills each learner needs more practice with to learn. The steps shared above take that information and add adaptations or mirrored versions of the core assignment. A different series of learning activities do not need to be created-unless that is the direction you choose based on the learner achievement data.

Not limiting critical thinking opportunities for learners who struggle with the content helps them feel that they can do challenging work. This is an important goal for growing their self-esteem.

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Using Differentiation to Challenge All Students

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Whether students are ahead of their peers or behind, teachers can use differentiation to challenge all of them to think critically.

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Break down / explain assignment

Break down / explain directions

Call on student frequently

Call parent or positive note home

Encourage interaction with a more self confident student

Engage student

Give choices

Natural consequences

Praise when good attitude and involvement occur

Reflection sheet

Rewards, Simple Reward Systems, & Incentives

Speak with student in hallway

Touch base with student

(Source: PBISworld.com)

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Helping educators understand multilingual learners' development

As an educator, you know it's imperative to check in on your students' language development - early on and as they progress. Understanding their progress helps inform your instruction in ways that meet their needs. WIDA offers a range of trusted assessments to help you to gauge your students' progress. These tools, developed in collaboration with education thought leaders and partners such as the Center for Applied Linguistics, are used across the nation and around the world.

More than 2 million students complete ACCESS testing each year

WIDA is the leader in assessing English language learners with disabilities

WIDA offers multimodal assessment delivery options

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Helping educators understand multilingual learners' developmentAs an educator, you know it's imperative to check in on your students' language development - early on and as they progress. Understanding their progress helps inform your instruction in ways that meet their needs. WIDA offers a range of trusted assessments to help you to gauge your students' progress.

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Essential Components of Special Education for ELLs with LD (PDF)

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Essential Components of Special Education for ELLs with LD (PDF)

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Ensure students receive:

Culturally and linguistically responsive and relevant instruction

Culturally and linguistically responsive teachers

Support in general education classrooms

Supportive learning environment

Assistance with English language acquisition

Intensive research-based interventions

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Language Acquisition Difficulty or Learning Disability? How to Differentiate and Support English Language Learners with a Learning Disability

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Consider:

visuals to strengthen concepts & vocabulary;

cooperative learning and partner tutoring;

strategic use of students' native language

chances for students to practice speaking English in both formal & informal contexts;

emphasis on vivid vocab to hold interest

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Language Acquisition Difficulty or Learning Disability? How to Differentiate and Support English Language Learners with a Learning Disability - LD@school

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English Language Learners and students with learning disabilities are both at risk for lower achievement in language & literacy, but for differing reasons.