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Speak with the students privately to understand their perspectives and levels of understanding.

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Schedule a meeting or call with the student's parents. Or assessed facts can be deliver to the administration for a held. Share observations and gather additional information about the student’s background, language development, and any existing diagnoses or concerns.

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Interact with the other teachers who has insights of the students. Gather input from the school counselor or special education team if available.

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Modify instructional strategies to accommodate the student’s needs. For instance, provide visual aids, simplify language, or offer additional practice.

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Struggles are related to acquiring the language skills necessary for academic success, such as vocabulary, grammar, and sentence structure. Students with language needs often show improvement with additional language support, such as ESL (English as a Second Language) classes or targeted vocabulary instruction.

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Issues are usually in specific areas such as reading (dyslexia), writing (dysgraphia), or mathematics (dyscalculia), and can be inconsistent with the student’s overall cognitive abilities. Students with learning disabilities may require specialized interventions and accommodations beyond general classroom support to make progress.

1. Strong vocabulary skills for dyslexia

2. Organizing skills for dysgraphia

3. Understanding mathematical concepts for dyscalculia

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Initiate a formal evaluation if a learning disability is suspected. This may involve psychological testing or a more comprehensive review by a specialist.

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Monitor the student's participation in class activities, assignment and engagement.

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Go though quick, informal assessments or quizzes to gauge understanding of recent topic. It can be verbal or nonverbal assessment.

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Review the assessments and identify consistent errors or areas of concerns of a student.

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Introduce support mechanisms such as tutoring sessions, peer assistance, or specialized resources.Create a personalized plan to address specific challenges identified, whether they are related to language or learning.

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Regularly review the student’s progress and continue providing differentiated instruction and support. Adjust strategies as needed and maintain open communication with the student and their family.

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Differentiating between language needs and learning disabilities involves careful observation and assessment.

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Language needs often relate to the student’s proficiency in the language of instruction and can be addressed with additional support in language acquisition.

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Learning disabilities are more about specific processing difficulties that require targeted interventions and possibly formal evaluations.

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Language Disorder vs Language Difference

A language disorder is when a child has difficulty either understanding and/or processing language, either receptively or expressively. A language disorder can impact a child's form, function, or use of language.

A language difference may occur when a child is able to speak another language that is different than the language used for instruction, as well as used for the greater population in the area. If a child has a language difference, it does not indicate that they have a language disorder.

There are many factors to consider when making the decision of whether a bilingual child

presents with a language difference or language disorder. Gillespie (2015) defines a

language difference as "the result of the normal process of second language acquisition, and its

impact on the development of the second language". Although second language acquisition may manifest as a delay in the second language (i.e., English), children with a language difference have language skills in their native language that are equivalent with typically developing children. For example, a child's first language (L1) and second language (L2) may be developing at the same time or sequentially and at a different rate of speed or pattern depending on their linguistic environment. On the other hand, a language disorder is "characterized by deficits in language comprehension and/or production in both the native language and the second language" (Gillespie, 2015). Children with a language disorder struggle to communicate in both L1 and L2. It is important to differentiate children with a language disorder from children with a language difference. While some children may present with limited English language abilities (i.e., English language learners) and concerns arise related to skills in the language used in the classroom (e.g., L2 - English), this does not necessarily mean that a child has a language disorder. Many children have language systems that are appropriate in their native language as they are learning English as a second language.

Gillespie, T. (2015). Language differences versus language disorder. Retrieved on December 10, 2015 from: http://teresagillespie.wikispaces.dpsk12.org/Language+Difference+versus+Language+Disorder.

- Mara H.

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Language Disorder vs Language Difference | Suffolk Center for Speech

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Language Disorder vs Language Difference A language disorder is when a child has difficulty either understanding and/or processing language, either receptively or expressively. A language disorder can impact a child's form, function, or use of language.

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IRIS | Page 2: Distinguishing Between Disability and Language Difference

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Delays in social and communication development might occur when children are learning two or more languages. Because such delays can be red flags for further developmental problems in the areas of social-emotional development and cognition, early childhood educators must determine their cause: langu…

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Language Difference vs Language Disorder - Speech Therapy Vlog

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Language Difference vs Language Disorder - Speech Therapy Vlog

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Language Difference vs Language Disorder - Speech Therapy Vlog #44