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Some students need extra support shine that's why as teachers; we must employ several ways to help students reach their learning goals. Every child learns differently, and some students need that extra support to learn better. It's important for teachers to be able recognize and differentiate between language need and learning disability. These signs of a struggling student include Consistent difficulty in naming familiar and everyday objects; Struggling to come up with the right word; Trouble following or remembering multistep directions.

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When a student is struggling learner is identified in school, it’s important to figure out whether they simply need more support with language or if there might be a learning disability involved. To do this well, teachers and specialists should take a close look at the student’s background—like their language skills, past schooling, and home environment. It’s also helpful to track how the student is picking up English over time and to use assessments that are fair and culturally sensitive. This way, we make sure students aren’t misdiagnosed and that they get the support they truly need. Ortiz, A. A. (2014). English language learners with special needs: Effective instructional strategies. Journal of Learning Disabilities, 47(6), 391–402. https://doi.org/10.1177/0022219414538513

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Learners facing language needs often encounter significant challenges, including difficulty pronouncing words due to unfamiliar phonetic patterns, mixing up similar-sounding words as a result of phonological interference from their native language, and slow vocabulary growth, which can stem from limited exposure or ineffective encoding strategies . These barriers are compounded when learners lack foundational phonological awareness or struggle with contextual word retention, highlighting the importance of targeted interventions like explicit pronunciation training and spaced retrieval practice to strengthen long-term mastery.

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The student continues to struggle despite targeted interventions, exhibiting difficulties with phonological tasks such as rhyming and sound blending, along with persistent challenges in associating symbols with their corresponding words (e.g., "5" not recognized as "five"), and has a family history of learning disabilities.

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Imagine numbers feeling like a foreign language that's numeracy struggles. A child might count "1, 2, 4, 7," see 3 apples but guess "five," or never quite catch on those 10 blocks is the same as the number "10." It's not about effort; their brain just processes numbers differently.

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Some kids find numbers extra tricky—they might mix up counting, struggle to connect symbols like "5" with the word "five," or take longer to grasp basic math ideas than their classmates. These aren't just "oops" moments; they're consistent hurdles that make math feel confusing even with extra help.

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Early red flags look like:

• Counting fingers past age 6

• Calling "17" and "71" the same number

• Blank stares when asked "Which is bigger: 5 or 3?"

These could signal dyscalculia—not laziness, but a brain that needs math taught in special ways.

Morin, A. (2021, February 18). Recognizing signs of potential learning disabilities in preschool. Edutopia https://www.edutopia.org/article/recognizing-signs-potential-learning-disabilities-preschool/

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It's like having the word on the tip of your tongue all the time your child might point to a chair but say "that sitting thing" because the word just won't come. This goes beyond normal forgetfulness and happens consistently with everyday items they should know.

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Watch for those awkward pauses mid-sentence where they're clearly searching for words. Their face might scrunch up in concentration as they try to remember simple words, or they might give up and say, "never mind." It's like their mental dictionary has some missing pages.

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When "thingy," or "stuff," become their most-used words instead of actual names for objects, it's often because they can't retrieve the specific word they need. You might hear "Pass me the...um...the thing for eating" instead of "spoon."

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These approaches work because they’re real, doable, and remind everyone especially the child that progress happens together.

1. Schools support

2. Teachers support

3. Parents support

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Reach out to families early, a quick “I noticed your child lights up during Storytime, let’s build on that!” sets the tone. Give parents specific praise like “They used three new describing words this week!” A surprise phone call celebrating progress means more than you know.

American Federation of Teachers. (n.d.). Building parent-teacher relationships. Reading Rockets. Retrieved April 11, 2025, from https://www.readingrockets.org/topics/parent-engagement/articles/building-parent-teacher-relationships.

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Host cozy “Language Nights” where parents learn through games, not lectures. Tuck practical tips into take-home folders (“Try this: Name all the red things at dinner!”). Keep your website alive with “Word of the Week” ideas and photos of kids engaged in language activities.

American Federation of Teachers. (n.d.). Building parent-teacher relationships. Reading Rockets. Retrieved April 11, 2025, from https://www.readingrockets.org/topics/parent-engagement/articles/building-parent-teacher-relationships.

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Turn everyday moments into language boosters – rhyming while cooking, reading bedtime stories with expression, and making grocery lists together. Keep the conversation flowing with teachers through quick notes or chats. Don’t miss those school workshops; they’re goldmines for simple tricks to try at home.

American Federation of Teachers. (n.d.). Building parent-teacher relationships. Reading Rockets. Retrieved April 11, 2025, from https://www.readingrockets.org/topics/parent-engagement/articles/building-parent-teacher-relationships.

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Send home glow-and-grow notes that highlight both strengths and next steps. When you promise to use a special reading tool, snap a photo so parents can see it in action. Your consistency bridges the gap between classroom and living room.

American Federation of Teachers. (n.d.). Building parent-teacher relationships. Reading Rockets. Retrieved April 11, 2025, from https://www.readingrockets.org/topics/parent-engagement/articles/building-parent-teacher-relationships.

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Make conferences feel like team huddles with shared goals. Introduce parents to your specialist colleagues like they’re trusted teammates. A simple “We’re in this together” message in multiple languages makes all families feel welcome. Also, schools can get support teachers attach to the child with learning disabilities.

American Federation of Teachers. (n.d.). Building parent-teacher relationships. Reading Rockets. Retrieved April 11, 2025, from https://www.readingrockets.org/topics/parent-engagement/articles/building-parent-teacher-relationships.

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Become detectives with teachers – “What makes math click for them at school? Let’s try that at home.” Post visual schedules on the fridge and celebrate every “I did it!” moment, no matter how small.

American Federation of Teachers. (n.d.). Building parent-teacher relationships. Reading Rockets. Retrieved April 11, 2025, from https://www.readingrockets.org/topics/parent-engagement/articles/building-parent-teacher-relationships.