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Observe academic performance, behavior, and participation.

Compare with peers and curriculum expectations.

Document concerns (missing assignments, trouble following instructions, social struggles).

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Suspected Learning Disability / Neurological disorder / low ESL level. 

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Suspected Learning Disability / Neurological disorder / low ESL level. 

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Use the following to help determine if the problem is due to English as a second language struggles (ESL) or a cognitive / neurological problem

Document all symptoms

Approach Administration with findings

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Low ESL Level: Strong skills in the native language; can express thoughts, follow complex instructions, and demonstrate age-appropriate literacy skills.

Learning Disability: Struggles in the native language, such as difficulty with grammar, comprehension, and memory, suggest an underlying learning issue.

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Low ESL Level: Gradual improvement in vocabulary, reading, and writing with structured ESL instruction.

Learning Disability: Little or no progress despite interventions and extra support.

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Low ESL Level: Learns new concepts and can demonstrate understanding in ways that do not rely on language (e.g., using gestures, drawings, or first language).

Learning Disability: Struggles with comprehension and problem-solving, even when language demands are reduced.

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Low ESL Level: May have trouble with English sounds but can segment and blend words in their native language.

Learning Disability: Difficulty with phonemic awareness in both languages, slow processing speed, and trouble remembering sequences.

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Low ESL Level: May appear shy, reluctant to speak, or lack confidence but generally shows engagement when given nonverbal ways to participate.

Learning Disability: Persistent frustration, avoidance of reading/writing, and potential behavioral challenges due to academic struggles.

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LDAO

Reading Rockets

Council for Learning Disabilities

PATTAN

ASHA

AFB

NIH

Miracles Health

NHS

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Difficulty Following verbal instructions 

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Difficulty Following verbal instructions 

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(Hearing or Speech Impairment)

The student may frequently ask for repetition or seem confused when given oral directions.

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If the student shows any of the following signs, they may have physical disorders. They may have visual, hearing, or speech impairment.

If any students meet any of the following criteria, document all findings and approach administration for further instruction.

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Limited or Slurred Speech (Speech Impairment)

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Limited or Slurred Speech (Speech Impairment)

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The student may struggle to form words, stutter, or have unclear pronunciation.

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Poor Eye Contact or Squinting (Visual Impairment)

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Poor Eye Contact or Squinting (Visual Impairment)

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The student may have trouble maintaining eye contact, frequently rub their eyes, or squint when reading or looking at the board.

** Inappropriate levels of eye contact is also a sign of Autism.

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 Frequent Complaints About Ears or Eyes (Hearing or Visual Impairment)

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 Frequent Complaints About Ears or Eyes (Hearing or Visual Impairment)

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Complaints of ringing in the ears, pain, or persistent eye strain could indicate an issue.

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Difficulty Reading or Writing (Visual or Speech Impairment)

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Difficulty Reading or Writing (Visual or Speech Impairment)

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Struggles with letter recognition, reading words correctly, or copying from the board may suggest a vision issue.

** These signs may also indicate a learning disability

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Unusual Head Movements or Posture (Hearing or Visual Impairment)

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Unusual Head Movements or Posture (Hearing or Visual Impairment)

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Tilting the head to one side while listening, holding books very close, or adjusting posture unusually may indicate difficulty seeing or hearing.

** Not to be confused with ASD gate and posture

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Suspect Learning / cognitive / neurological disorder

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Suspect Learning / cognitive / neurological disorder

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Specific learning disability

(SLD) - Usually called a “learning disability / disorder / difference”. affects 10% of the population. 80% are dyslexic. includes dyslexia, dysgraphia, dyscalculia

Neurological and cognitive disorders - Neurological brain disorders in children can affect the brain, spinal cord, and nerves, often manifesting in developmental, cognitive, behavioral, or physical abnormalities. ADHD, Autism (ASD), Oppositional defiance disorder

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Seek guidance from administrators and ESL background staff

Be patient, consistent, and sensitive

Encourage positive, supportive class environment

Complete the following steps

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limited vocabulary

difficulty following complex instructions

Using physical gestures to compensate for lack of vocabulary

mispronunciation

struggles with figurative language

Struggles with reading comprehension

over-reliance on copying, not creating

Improvements over time

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Observe and document any abnormalities with speaking, reading, listening and writing problems to discuss with administrators or people with ESL background

Standardized tests include:

(CEFR) Tests (A1, A2, B1, B2, C1, C2)

Cambridge English Placement Test

TOEFL Primary/Junior

WIDA ACCESS for ELLs

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How to evaluate your students´  English level - CEFR

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Use scaffolding and differentiated instruction

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Use scaffolding and differentiated instruction

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Scaffolding refers to support provided to help students understand and use English in the same lessons as the rest of the class. This can include visuals, modeling, sentence starters, and guided practice.

Differentiated instruction involves tailoring lessons to meet the diverse language levels, learning styles, and needs of ESL students. This can include adjusting content, using varied instructional strategies, and offering multiple ways for students to demonstrate learning.

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Differentiating Instruction: It’s Not as Hard as You Think

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Offer the student a vocabulary list before the class.

Allow students to practice the words in context and with meaning

Allow frequent use in reading, writing, speaking, and listening.

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Vocabulary Practice for ESL/ELL Classrooms

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The DSM-5 classifies the following as SLD:

impairment in reading (dyslexia)

impairment in written expression (dysgraphia)

impairment in mathematics (dyscalculia)

Use the linked video to better understand the nature of SLD. Document any presented signs by the student. Speak with Administration BEFORE approaching student or family. There may be cultural sensitivities to consider.

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Basics on Characteristics and Supporting Students with Specific Learning Disabilities

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Common neurological disorders include:

ADHD - symptoms symptoms of inattention, hyperactivity, and impulsivity

Autism (ASD) - symptoms include challenges in social interaction, communication, and repetitive behaviors.

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Autism vs ADHD: 5 Key Differences Explained

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Oppositional defiance disorder (ODD) presents as frequent and ongoing pattern of anger, irritability, arguing and defiance toward parents and other authority figures. ODD also includes being spiteful and seeking revenge, a behavior called vindictiveness.

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Oppositional Defiant Disorder: The Disorder That Makes You Defy Authority

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Document EVERYTHING

Approach Administration before any interventions aside from improving lesson plans.

Respect the person, respect the culture

Model patience. They have enough frustration.

Model positivity. You dictate the classroom environment. Make it a supportive and positive one.