# data[].attributes.headline
Learning Difficulty or Learning Disability? Let's Differentiate

# data[].attributes.subject
Learning Difficulty or Learning Disability? Let's Differentiate

# data[].attributes.body
Differentiating between language acquisition difficulties and learning disabilities (LDs) in English language learners (ELLs) can present similar issues, like issues with reading, writing, or speaking.

Student observations should consider both the second language acquisition process and potential learning disabilities.

Strategies include individualized interventions, collaboration among teachers, and using assessment tools that consider language and cultural factors.

# data[].attributes.attachment_link.title
Language Acquisition Difficulty or Learning Disability? How to Differentiate and Support English Language Learners with a Learning Disability - LD@school

# data[].attributes.attachment_link.description
English Language Learners and students with learning disabilities are both at risk for lower achievement in language & literacy, but for differing reasons.

# data[].attributes.headline
Eligibility for Special Education Services

# data[].attributes.subject
Eligibility for Special Education Services

# data[].attributes.body
Eligibility for special education, student must have a specific disability that significantly impacts their ability to learn in a general education environment.

The eligibility process involves comprehensive assessments, including academic performance, cognitive abilities, and behavioral observations.

Input from parents and teachers is crucial, since their observations provide context about the child's needs and abilities.

The entire process must align with legal guidelines to ensure that children receive the appropriate support for their educational development.

# data[].attributes.attachment_link.readable_text
When is a child's eligibility for special education and related services determined?

In most states the eligibility of a child for special education and related services is considered when a child has arrived at the Tier 3 level of RTI (Response to Intervention). When a child has been in Tier 2 for a pre-determined amount of time and an evaluation is given, then a meeting is called to determine eligibility for special education services. Who makes the decision about whether a child is eligible for special education and related services?

The parent of the child and a team of qualified professionals must determine whether the child is a child with a disability and in need of special education and related services.

(The determination of whether a child suspected of having a specific learning disability is a child with a disability, must be made by the child's parents and a team of qualified professionals which must include the child's regular teacher; or a regular classroom teacher qualified to teach a child of his or her age if the child does not have a regular teacher; or, for a child of less than school age, an individual qualified by the SEA to teach a child of his or her age; and at least one person qualified to conduct individual diagnostic examinations of children, such as a school psychologist, speech-language pathologist, or remedial reading teacher.)

What must the team consider in determining eligibility?

In interpreting evaluation data for the purpose of determining if a child is a child with a disability and in need of special education, each public agency is to draw upon information from a variety of sources, including aptitude and achievement tests (but not restricted to these results), parent input, teacher recommendations, physical condition, social or cultural background, and adaptive behavior.

Are there additional procedures for evaluating children and determining the existence of a specific learning disability?

Yes. IDEA includes the following additional procedures when evaluating and determining the existence of a specific learning disability:

1. A team may determine that a child has a specific learning disability if:

The child does not achieve commensurate with his or her age and ability levels in one or more of the areas listed below, if provided with learning experiences appropriate for the child's age and ability levels; and

The child has a severe discrepancy between achievement and intellectual ability in one or more of the following areas: Oral expression; listening comprehension; written expression; basic reading skill; reading comprehension; mathematics calculation; mathematics reasoning, and/or a presented portfolio, and/or teacher reports on daily work which shows academic performance is not in an acceptable range and the learning processing disability can be seen or it was stated.

2. The team may not identify a child as having a specific learning disability if the severe discrepancy between ability and achievement is primarily the result of:

A visual, hearing, or motor impairment;

intellectual disabilities;

Emotional disturbance; or

Environmental, cultural or economic disadvantage.

3. Observation:

At least one team member other than the child's regular teacher shall observe the child's academic performance in the regular classroom setting.

In the case of a child of less than school age or out of school, a team member shall observe the child in an environment appropriate for a child of that age.

4. Written report For a child suspected of having a specific learning disability, the documentation of the team's determination of eligibility must include a statement of:

Whether the child has a specific learning disability.

The basis for making the determination.

The relevant behavior noted during the observation of the child.

The relationship of that behavior to the child's academic functioning.

The educationally relevant medical findings, if any.

Whether there is a severe discrepancy between achievement and ability that is not correctable without special education and related services.

The determination of the team concerning the effects of environmental, cultural, or economic disadvantage.

Each team member shall certify in writing whether the report reflects his or her conclusion. If it does not reflect his or her conclusion, the team member must submit a separate statement presenting his or her conclusions.

What are the two components that must be present in order for a child to be eligible for special education and related services?

In order for a child to be declared eligible for special education and related services it must be determined that the child is a "child with a disability" and is in need of special education and related services.

How does the law define a "child with a disability?"

The term "a child with a disability" means:

A child evaluated according to IDEA as having intellectual disabilities, a hearing impairment including deafness, a speech or language impairment, a visual impairment including blindness, serious emotional disturbance (referred to in IDEA as emotional disturbance), an orthopedic impairment, autism, traumatic brain injury, another health impairment, a specific learning disability, deaf-blindness, or multiple disabilities, and

Who, by reason thereof, needs special education and related services.

Is there a non-categorical designation of a child with a disability in addition to the above categories?

At the discretion of the State and Local Education Agencies, a "child with a disability," aged three through nine, may include a child who is experiencing developmental delays, as defined by the State and as measured by appropriate diagnostic instruments and procedures, in one or more of the following areas: physical development, cognitive development, communication development, social or emotional development, or adaptive development, and who, by reason thereof, needs special education and related services.

What does IDEA require when determining eligibility for special education and related services based on "developmental delay?"

When determining eligibility for special education and related services based on "developmental delay" rather than a specific category, IDEA requires the following:

If the state decides to allow eligibility based on developmental delay, local districts will be able to choose whether or not they wish to follow suit. If the state does not adopt the developmental delay category, local districts may not use the category for establishing eligibility for special education and related services.

States may not require local districts to adopt and use the term "developmental delay" for any of its students.

States that adopt the developmental delay category may apply it to children aged three through nine or a subset of that age range, e.g. aged three through five

States and local districts who choose to use the developmental delay category may also use one or more of the specific categories.

States may adopt a common definition of developmental delay for its programs under IDEA, Parts B and C.

If a local district uses the developmental delay category, it must conform to the state's definition of developmental delay and the age range adopted by the state.

What are possible implications for students with learning disabilities when they are identified as having a developmental delay?

The use of a "developmental delay" category to determine whether a child is eligible for special education and related services could make it possible to identify some children early before they experience failure in school and fall behind their peers. Many children with learning disabilities show delays in one or more of the areas specified. There is, however, some concern that children with learning disabilities will be included in the "developmental delay" category without identifying the specific processing disorder/s present and, thus the specific intervention strategies needed will not be provided. Parents should ensure that:

Assessment tools and strategies used gather relevant functional and developmental information.

Tests and other evaluation materials used include those tailored to assess specific areas of educational need.

Assessment tools and strategies provide relevant information that directly assists persons in determining the education needs of the child.

Since States and Local Education Agencies are not mandated to follow a certain course, but can make a choice regarding whether to use "developmental delay" for children aged three to nine, parents need to determine the eligibility criteria used by their State and Local Education Agencies. Contact special education administrators at the State Department of Education or the local school district for this information.

Are there other non-categorical designations?

Some states have expanded the non-categorical age past the "developmental delay" age span (3 through 9 years) to include students birth through twenty-one years of age. If states use a designation instead of categorical disabilities, certain guidelines must be followed. While the state determines the criteria for eligibility, the team must provide a comprehensive evaluation of the child that could determine a disability as defined by IDEA.

# data[].attributes.attachment_link.title
Eligibility: Determining Whether a Child is Eligible for Special Education Services

# data[].attributes.attachment_link.description
In most states the eligibility of a child for special education and related services is considered when a child has arrived at the Tier 3 level of RTI (Response to Intervention). When a child has been in Tier 2 for a pre-determined amount of time and an evaluation is given, then a meeting is called to determine eligibility for special education services.

# data[].attributes.headline
Special Education for English Learners with Learning Disabilities

# data[].attributes.subject
Special Education for English Learners with Learning Disabilities

# data[].attributes.body
Culturally Responsive Teaching: Teachers should adapt lessons to reflect students' cultural and linguistic backgrounds.

Supportive Learning Environment: Foster a space where students feel safe to take risks and engage in collaborative learning.

Intensive Interventions: Use targeted, evidence-based strategies to address academic and behavioral challenges.

Language Support: Provide explicit instruction in both oral and academic English, essential for ELLs with learning disabilities.

# data[].attributes.attachment_link.title
Special Education for English Learners with Learning Disabilities

# data[].attributes.body
Signs a student is struggling:

Academically, student has trouble grasping new material and falls behind the rest of the class.

Behaviorally, student is socially detached from their peers and teacher. Frequently disruptive.

Physically, student is either extremely fatigues or hyperactive, rendering them incapable of participating in class activities. Leading to emotional mood swings and/or outbursts.

# data[].attributes.headline
Parent / Teacher / Administration Meeting

# data[].attributes.subject
Parent / Teacher / Administration Meeting

# data[].attributes.body
Parents, teachers, and school administrators hold a meeting to discuss and identify factors that might contribute to student struggles.

(At my school there isn't a proper system in place to address students with learning disabilities. The following are my recommendations according to the research.)

# data[].attributes.body
Learning disabilities can show up early, affecting language, math, and motor skills.

Preschool signs include delayed talking, difficulty recognizing sounds in words, and trouble following simple instructions.

In elementary school, warning signs include problems with letter/number recognition, slow learning speed, and poor memory and/or coordination.

Specific learning disabilities, such as dyslexia (reading issues), dyscalculia (math problems), and dysgraphia (writing difficulties), can also include challenges with auditory and visual processing.

# data[].attributes.attachment_link.readable_text
Excerpted from: Early Warning Signs of Learning Disabilities. (April, 1997). Coordinated Campaign Excerpted from: Early Warning Signs of Learning Disabilities. (April, 1997). Coordinated Campaign for Learning Disabilities.

# data[].attributes.attachment_link.title
Early Warning Signs of Learning Disabilities

# data[].attributes.attachment_link.description
The most common learning disability is difficulty with language and reading. Here are some warning signs of learning disabilities to look for in preschool and elementary school children.

# data[].attributes.body
Learning difficulties that make language learning harder include trouble with memory or focusing.

Diverse teaching methods. Implementing a variety of approaches to learn the same material, can help these students.

For example, using multiple senses in lessons (sight, sound, touch), teaching vocabulary clearly, and adjusting tasks for different levels of ability.

# data[].attributes.attachment_link.provider_name
World of Better Learning | Cambridge University Press

# data[].attributes.attachment_link.readable_text
Judit Kormos is a Professor in Second Language Acquisition at Lancaster University, where she is the director of the MA TESOL distance programme.

She is the lead educator in the Dyslexia and Foreign Language Teaching MOOC, offered by FutureLearn. She's also the author of Specific Learning Difficulties in ELT, part of the Cambridge Papers in ELT series. In her article below, she talks us through creating an inclusive, motivating and rewarding environment for students with specific learning difficulties.

Each language learner is unique and has experiences and personal characteristics that are special and different. There are many sources of diversity among students, including specific learning difficulties (SpLDs), which affect between 5 and 15% of the population. If teaching practices and the learning environment are not adapted to the needs of students with SpLDs, these learners can face difficulties in acquiring another language. However, SpLDs might not be barriers to successful language learning if educators are well-informed about the nature of these learning difficulties and if the needs of students with SpLDs are met in an inclusive learning environment.

What characterizes learners with SpLDs?

People with SpLDs may show various strengths in areas of holistic thinking, visuo-spatial skills, creativity and problem solving. Nonetheless, SpLDs also result in weaknesses in holding information in short-time memory, sustaining focused attention for a longer period of time, and planning and organizing learning processes. Students with SpLDs often process information at a slower speed. They might also experience challenges when distinguishing and manipulating sounds (phonological processing). These underlying weaknesses can create challenges with first language (L1) literacy skill development. As L1 skills are the foundations of second language (L2) learning, individuals with SpLDs often find it difficult to acquire new words, work out rules and regularities, remember information from spoken texts, and spell and read accurately and fluently in L2.

How to create an inclusive environment for students with SpLDs

In an inclusive learning context, every possible action is taken to meet the needs of the diversity of students, including those with SpLDs. Inclusion starts with the accurate identification of students' strengths, weaknesses and needs. In an inclusive classroom, students' progress is assessed at a regular intervals. And learning goals and targets are adjusted based on how the students' language skills improve. Inclusive teaching includes opportunities for students to work in a variety of groupings and to develop their language learning strategies and study skills. In inclusive schools, teachers co-operate with each other as well as with parents (where relevant), to ensure that obstacles for successful learning are removed and that students receive the necessary support in a timely manner.

A key element of inclusion is Universal Design for Learning, which allows accessibility to the curriculum and educational materials for all learners. Accessibility is ensured by giving learners different opportunities and choices for:

how they access the learning materials (visually, as in reading, or aurally, as in listening);

how they recreate new knowledge and demonstrate what they have learned;

what strategies and tools they use to enhance their learning.

Practical tips for ensuring accessibility

When working with visually overcrowded text book pages, use an L-shaped piece of card to frame the task/info being focused on;

make the text easy to read by using sans serif fonts and larger spaces between words and lines;

use audio recordings, illustrations, pictures, or mind-maps to accompany written texts;

vary the mode of response in tasks. For example by asking students to underline or mark right answers, or match responses instead of having long written answers;

offer students the option to give oral presentations or audio-visual summaries instead of writing longer texts/essays;

use technological devices (e.g. record explanations or stories so that students can listen again);

use flexible work times to help those who work slowly and need extra time to complete assignments;

provide outlines of lessons, classroom notes, glossaries, word lists, key points, etc. in a written format for students;

break down instructions into smaller steps and give more explicit explanations;

give support when revising for tests and planning how to accomplish complex assignments.

Assisting students with SpLDs in language learning

Students with SpLDs learn best if information is provided through multiple sensory channels (audio, visual, kinaesthetic) and if they have practice opportunities in different modalities. They also benefit from frequent revision and recycling of vocabulary and grammar points and from additional practice activities using digital technology. As students with SpLDs generally find it difficult to work out rules in another language themselves, guided discovery activities can aid them to understand grammar and spelling regularities.

As vocabulary knowledge is key to language learning success and to efficient listening and reading comprehension, it is crucial to support students with SpLDs to widen their lexical repertoire. This can be done in the form of explicit vocabulary teaching, such as:

pre-teaching of key words before reading a text;

providing glossaries within the reading text;

practice activities on using the taught vocabulary;

instruction in techniques that help memorization of new words including music, movement, gestures, and visualization techniques;

extensive listening and viewing (i.e. watching videos and films) with sub-titles;

using computer-assisted tools, such as word games.

The reading comprehension of students with SpLDs can be developed through different types of instructional techniques such as:

questioning/strategy instruction through which students can learn how to pose questions that support comprehension (e.g. asking questions: who, when, where, how and why);

the reciprocal teaching approach, in which the teacher models the use of various reading strategies, explains these strategies and sets up opportunities for learners to practise the application of these strategies. Teacher support is then gradually withdrawn and peers assist each other;

text enhancement training, which uses additional text-embedded support such as highlighting main information, keywords and cohesive ties, illustrations and while-reading questions.

Language learning can be a rewarding and pleasurable experience for students with SpLDs, if their challenges in acquiring another language are identified and addressed early on and if they can easily access relevant and targeted support.

For further ideas on how to help students with SpLDs in language learning, please see Judit's full paper, part of the Cambridge Papers in ELT series.
Download the Cambridge Paper: Specific Learning Difficulties in ELT
If you'd rather listen to the audio recording of the paper, you can do so below.

https://www.cambridge.org/files/8415/9247/8013/SpLDs_White_Paper-_REV1.mp3

# data[].attributes.attachment_link.title
Supporting Students With Specific Learning Difficulties | World Of Better Learning

# data[].attributes.attachment_link.description
Judit Kormos is a Professor in Second Language Acquisition at Lancaster University, where she is the director of the MA TESOL distance programme. She is the lead educator in the Dyslexia and Foreign Language Teaching MOOC, offered by FutureLearn. She's also the author of Specific Learning Difficulties in ELT, part of the Cambridge Papers in ELT series.

# data[].attributes.body
Using strategies like closed captioning, voice typing, and translations to assist comprehension. (I work with a Chinese teaching assistant to help with translation which goes a long way in helping struggling students)

Reinforce communication with physical gestures, visuals, and illustrating key words and ideas.

Incorporate TPR movements (Total Physical Response) to teach language through actions.

# data[].attributes.attachment_link.readable_text
English Language Learners

Teachers of any subject can use these tips to help English language learners be more engaged and at ease in class.

While we bring the mental health needs of our students into laser focus this year, it's still crucial that we keep the social and emotional world of our English language learners (ELLs) front and center. Just like their peers, ELL students come to our classrooms with the burning need to be seen and acknowledged for their unique personalities, life experiences, and talents. But language challenges can obstruct all these amazing facets of their personalities. Additionally, the social pressures of suddenly being in person again and needing to communicate may make them feel anxious, isolated, and embarrassed.

Because of the often-obvious communication difficulties, grade-level and subject-area teachers understandably often rely on ESL (English as a Second Language) teachers to step in and help these students. However, even if you aren't an ESL teacher, there's a plethora of strategies you can use to help these incredible students feel comfortable sharing their strengths and unique perspectives on the world.

Helping ELL Students Across All Subjects

1. Closed captioning isn't just for the hearing impaired. If you're showing video content, turning on closed captioning supports ELL students' comprehension as well as everyone's literacy skills. According to a 2017 study, the simple act of using closed captioning improves learning, even for students without learning challenges.

2. Voice typing in Google Docs (under the Tools menu) provides students with a voice-to-text option that can help learners who have some oral language but struggle with spelling and writing. By clicking the arrow next to the language, students can even dictate a text in their native language, if need be, and then use Google Translate to translate it.

For older students, or for those who are somewhat more advanced in English but need material translated immediately, the Google Translate app also lets you hold your camera (on a smartphone/iPad, etc.) up to a document and instantly see it in another language, no typing required.

3. Offer choices of what students can say if they're called on and aren't sure how to respond. This helpful anchor chart, for example, offers students options other than the ubiquitous "I don't know."

4. Add gestures to reinforce communication.Remember that in order to communicate, we need to ensure that the sounds coming out of our mouth create a mental image or concept in our listener's mind. You can increase comprehensible input (the amount of language that's understood) by using good, old-fashioned gestures. If you want to take it a step further, TPR (Total Physical Response) is a method of teaching vocabulary that uses physical movements to react to verbal input, similar to how young children naturally learn language at home.

5. Draw or write key words frequently as they come up during instruction to help students further decode what you're saying. You can also use Google Image search to help students visualize what your words refer to and share the images.

6. Utilize a chart: A PECS (Pictorial Exchange Communication System) chart can help individuals with communication challenges to express themselves. By pointing to an image on a classroom-themed PECS chart, students can let you know, for example, that they need to go to the bathroom by pointing to an image of a lavatory or that they are thirsty, sad, or confused, need a pencil, and so on. You can give them a laminated copy to tuck into their desk or hang one up on the wall for little learners. You may want to encourage students to say the words aloud as they point to the images to decrease their dependence on the chart. Try searching Google for "PECS chart for classroom" to find a chart that fits your needs.

7. Add images: A picture is truly worth a thousand words, but for ELLs, images are worth exponentially more. Document cameras provide ELL students with much-needed visual input of texts, worksheets, books, and other printed materials or realia. Project pages from a novel or picture book as the students follow along, display handouts and student writing samples, or use math manipulatives to solve a problem together. Document cameras make a world of difference in showing ELL students exactly what you're talking about rather than trying to explain it.

8. Pair up: If you want to pair an ELL newcomer with a bilingual student to help them, ask the ELL student to choose a student or two whom they'd prefer to work with, if possible. This prevents you from inadvertently pairing them up with someone they don't feel comfortable asking for help or with whom they really don't get along.

9. Give students a "language toolbox," a notebook full of pages of illustrated vocabulary words organized by theme that students can use as a reference. This is like a simplified version of an illustrated dictionary that younger ELLs can look through by theme to see vocabulary related to the colors, days of the week, classroom items, family members, and so on. In my classroom, I put these pages in plastic page protectors inside a binder for each student to flip through quickly. They can pull it out to help them fill in missing vocabulary when they write or as an easy reference whenever they need it.

10. Use a microphone or voice amplification system, which can help ELL students hear the nuances of your voice more clearly and understand you better. Record the lesson (if permitted), and digitally share the resulting video or audio with ELL students who might benefit from hearing/watching a replay. Similarly, ELLs have a hard time producing sounds correctly when the speaker's mouth is covered by a mask. Consider sharing posters of mouth formations or videos of you unmasked, creating some of these sounds.

Think about trying these strategies to help alleviate the communication difficulties that can prevent ELL students from becoming fully engaged in their learning and sharing who they are and what they can bring to the classroom.

# data[].attributes.attachment_link.title
10 Strategies That Support English Language Learners Across All Subjects

# data[].attributes.attachment_link.description
Teachers of any subject can use these tips to help English language learners be more engaged and at ease in class.

# data[].attributes.headline
Supporting Students with Language Learning Needs

# data[].attributes.subject
Supporting Students with Language Learning Needs

# data[].attributes.body
Language difficulties affect social interactions, emotional well-being, behavior, and academic progress.

Students with language difficulties face challenges in with future education, employment, and mental health.

Teachers can support all students by making classroom adjustments such as using explicit language, visual aids, and CCQ's (Concept Checking Questions)

# data[].attributes.attachment_link.readable_text
Understanding language

Language is the ability to understand and use spoken, written and other forms of communication such as gestures and symbols.

It is a two-way process that includes:

The importance of language for learning

Language is essential for all learners and every aspect of their learning. Early language skills provide the foundation for language and literacy development and learning for all students, regardless of ability. Strong language skills are central to every student's literacy and numeracy skills and academic attainment.

Language difficulties

Many students have difficulties with language. These difficulties will affect their:

social interactions

emotional wellbeing

behaviour regulation, and

educational progress.

Language disorder is a term used when language difficulties affect a student's social and/or educational functioning and these difficulties are significant and persistent. A language disorder has two subtypes:

Developmental Language Disorder (DLD)

Language Disorder associated with [another condition]

Developmental Language Disorder
Why language difficulties are often overlooked

Many students with language difficulties are not diagnosed with a DLD. Their difficulties are often mistaken for academic, social-emotional, and behavioural difficulties.

Why it's important to support students with language difficulties

DLD is a life-long condition that affects 1 in 15 school students in Australia.

Without support, students with DLD and language difficulties may face challenges with their:

Research has found that people with language difficulties:

attain lower academic and vocational qualifications and often leave education significantly earlier than their peers

are more likely to experience anxiety and depression than their peers

have a lower quality of life than their peers by age 9, because of social-emotional problems

are over-represented in youth justice services (46-51% of male young offenders have language difficulties)

are more likely to be underemployed, experience workplace conflict and rely more on government financial support.

The impact of language difficulties and DLD can be reduced when a student's needs are identified, understood and appropriately supported.

Adjustments that support all students to develop strong language skills

Teachers can plan and implement instructional methods that support all learners. These adjustments provide good, evidence-based, Tier 1 practices that teachers should use to support all students' language, including those students with language difficulties. These adjustments can be adapted for all ages and used across all subject areas and learning tasks.

The following resources will help teachers understand a student's language abilities and make reasonable adjustments to support them in the classroom.

General receptive language classroom adjustments

Provides strategies to support students' ability to understand and process spoken language. This includes:

adjusting the environment

using explicit language

repeating instructions

allowing the student extra time to process information

checking they understand.

General expressive language classroom adjustments

Provides strategies to support students' ability to use language. This includes:

What does a language difficulty look like in the classroom

Shows some of the ways a language difficulty may present. Teachers may notice some of these behaviours in some students while observing and continually assessing their students' learning.

Language checklists

If a teacher still has concerns about a student's language after introducing good Tier 1 language practices, they can use the following checklists to gather more evidence and build a profile of the student's language skills.

Language for Learning Checklist - Primary

Provides tips on what to look for, including in a primary student's:

Language for Learning Checklist - Secondary

Provides tips on what to look for, including in a secondary student's:

# data[].attributes.attachment_link.title
Supporting students with language difficulties

# data[].attributes.attachment_link.description
Information, strategies and resources to identify and support students with language difficulties.

# data[].attributes.body
LDAOeng. (2017, September 18). Language Acquisition Difficulty or Learning Disability? How to Differentiate and Support English Language Learners with a Learning Disability - LD@school. LD@School. https://www.ldatschool.ca/language-acquisition-difficulty-or-learning-disability/

Kormos, J. (2020, June 22). Supporting students with specific learning difficulties | Cambridge English. www.cambridge.org. https://www.cambridge.org/elt/blog/2020/06/22/supporting-students-specific-learning-difficulties-language-learning/

Supporting students with language difficulties. (2023, August 7). vic.gov.au. https://www.vic.gov.au/supporting-students-language-difficulties#rpl-skip-links

Schwartz, J. (2021, October 21). 10 strategies that support English language learners across all subjects. Edutopia. https://www.edutopia.org/article/10-strategies-support-english-language-learners-across-all-subjects

Early warning signs of learning disabilities | Reading rockets. (n.d.). Reading Rockets. https://www.readingrockets.org/topics/intervention-and-prevention/articles/early-warning-signs-learning-disabilities

Eligibility: Determining Whether a Child is Eligible for Special Education Services – Learning Disabilities Association of America. (n.d.). https://ldaamerica.org/info/eligibility-determining-whether-a-child-is-eligible-for-special-education-services/#:~:text=The%20child%20has%20a%20severe,presented%20portfolio%2C%20and%2For%20teacher

Klingner, J., Boelé, A., Linan-Thompson, S., Rodriguez, D., & DLD. (2014). Essential components of special education for English language learners with learning disabilities. DLD Position Statement 2. https://www.ldatschool.ca/wp-content/uploads/2017/08/DLD_PP-1_ELL-LD-2014.pdf