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It is difficult to know because of the multifarious characteristics of the skills and difficulties that students might be experiencing. For that reason, teachers need to carefully observe and look for possible signs that students are struggling with learning.

Do they struggle with language? Here are some things to watch out:

The student has trouble following instructions, especially when they contain many components.

The student has difficulty using vocabulary appropriately.

The student shows signs of struggling to come up with words that identify everyday objects.

The student shows evidence of having difficulty stating and reciting things in order.

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Step 2: Distinguishing Between Disability, Language Difference, and Numeracy

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Step 2: Distinguishing Between Disability, Language Difference, and Numeracy

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What if the student is not having difficulty with language but is instead struggling with numeracy, broader learning disabilities, or even social, emotional, or developmental difficulties? Here are some things to look out for if that is the case:

Take note if the student is having difficulty counting numbers out loud.

Be on alert if the student is unable to recognize or compose patterns.

Ask around if there are any concerns noticed not only in the classroom but also at home or in other settings.

The student has difficulty not only in their home language but also in the new language they are learning.

There is a significant delay in second-language learning that does not appear normal.

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One of the best ways to help students excel in their learning is through strong parent-teacher relationships. This benefits all parties involved in communication. Parents can support their child because they will know what to work on, the nature of classroom activities, and the specific goals so that progress can be approached incrementally. This helps children in many ways. For example, parents can guide their child using language that is easier to understand. Parents are made aware earlier on, allowing for quicker intervention. They also stay informed about progression, feedback, and the completion or digression of certain goals. In addition, this fosters a culture of transparency and ensures that both parents and teachers are aware of the support taking place within the relationship.

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Staff members at the school will be notified of special education or individualized education program (IEP) plans. The IEP supports both teachers and students by providing aids that help students better process information, while guiding teachers in applying differentiation and assistance in their practices. For example, teachers may at times deliver instructions and assessments in a modified way that is more appropriate for the students. Additionally, the IEP will also inform teachers of specific factors hindering a student’s learning and may suggest further differentiation.

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There are some cases where learning disabilities are not only intellectual but also behavioral. In such cases, the school team should assess the student's behavior through an evaluation and review the diagnostics. Then, just like with an IEP, the team develops a plan for the student. For example, if the student is struggling with a particular behavior, the team assigns strategies to help the student cope with it.

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Stage 6: Positive behavioral interventions and supports

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Stage 6: Positive behavioral interventions and supports

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There are also times when PBIS (Positive Behavioral Interventions and Supports) is applied in a student’s learning. This helps promote positive behavior in the student while also ensuring the safety of both the student and the school. Through this intervention, students learn what appropriate behaviors are, and these behaviors are reinforced and communicated throughout the student’s school day. Such support can be targeted and expected, or even intensive, depending on the level of behavioral concern.

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https://www.readingrockets.org/topics/parent-engagement/articles/building-parent-teacher-relationships

https://www.understood.org/en/articles/how-to-read-an-iep-5-things-teachers-should-look-for

https://www.edutopia.org/article/recognizing-signs-potential-learning-disabilities-preschool/

https://iris.peabody.vanderbilt.edu/module/dll/cresource/q1/p02/

https://www.understood.org/en/articles/what-is-pbis

https://www.understood.org/en/articles/behavior-intervention-plans-what-you-need-to-know

https://www.edutopia.org/article/10-strategies-support-english-language-learners-across-all-subjects/

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Effective communication is essential for building school-family partnerships. It constitutes the foundation for all other forms of family involvement in education.

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If diagnostics show that students need language support, there are several strategies teachers can use to improve the student’s learning:

Utilize images alongside language. For example, provide pictures to support texts, such as using a picture book version of a novel.

Allow the language learner to choose a partner if necessary, so the partner can support the learner in various ways.

Provide students with language tools to help them learn new vocabulary as they go. This could include a dictionary for reference.

Use microphones in your teaching so that language learners can clearly hear the pronunciation of words. You can also show videos where the mouth is visible, helping learners produce sounds more accurately.

Incorporate plenty of gestures into your teaching so that words are not only heard but also “seen” through movement.

Support language learners by giving them choices in their responses rather than relying heavily on open-ended questions, to make production easier.