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https://ncse.ie/wp-content/uploads/2014/10/Pamphlet-8-SLD-01_09_14.pdf

https://knilt.arcc.albany.edu/Understanding_Learning_Disabilities_and_the_Learning_Disabled

https://www.ldatschool.ca/wp-content/uploads/2014/08/Some-Potential-Difficulties-Related-to-Language-Learning-or-to-Special-Education-Needs.pdf

https://www.ldatschool.ca/wp-content/uploads/2017/08/DLD_PP-1_ELL-LD-2014.pdf

https://www.ldatschool.ca/language-acquisition-difficulty-or-learning-disability/

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

https://www.into.ie/app/uploads/2019/07/Parent-Teacher-Meetings.pdf

Thanks for the helpful resources (Seonmi Bae)

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Make the plan for the communication plan.
How and When the feedback or meeting should be arranged,
How the progress can be assessed,
It is also important how the kid feel about his or her daily life.

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Universal Design for Learning & Individual Education Plan

Consider how you can help the kids in the classroom, if possible, make the goal for the kid and plan for differentiated lesson and environment

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Discuss the strategy for helping struggling child, such as any complementary tests for diagnose by the experts, assistive technology inside and outside of the school.

Avoid Stereotyping or Labelling

It is important to highlight that, by working together as parent and teacher, progress can be made. Be honest and truthful – try not to dilute facts just to keep a parent happy. Parents should be given accurate information but comments should be phrased in a way which is not critical of the parent or their parenting skills.

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(LD- Learning Difficult vs ELL English Language Learner)

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(LD- Learning Difficult vs ELL English Language Learner)

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·      Becomes easily frustrated
·       Lacks self-motivation
·       Has difficulty staying on task
·       Takes longer than normal to complete written work
·       Begins to argue with you over school work
·       Becomes anxious and stressed about homework
·       Starts to leave books and assignments at school
·       Has difficulty following directions
·       Seems to work longer and harder with little or no improvement
·       Is no longer organized and forgets projects and tests dates
·       Turns in incomplete homework or none at all
·       Makes frequent and careless errors
·       Seems to have trouble with note-taking skills
·       Struggles with basic reading, writing, math, or spelling skills
·       Has difficulty remembering and does not retain learned skills
·       Makes negative comments about the teacher or about school in general
Receives notes home from teachers about classroom misconduct

Make the records concretely for better communication with the parents and specialist.

Prepare thoroughly – have corrections/records up-to-date and readily accessible. n Gather evidence of each child’s achievements e.g. copies, work samples, projects, etc.

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Gather information as much as possible from the previous teacher, parents or admission team so that knowing better about the student. (You should be careful not to get bias)