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How can we help? First, we need to understand the root of the problem.

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Definition: lack of linguistics (grammar, syntax, phonetics) for short or medium-term communication (source). While a child may be behind their peers in terms of language useage and aquisition, they are capable of aquiring the knowledge to make up for these gaps through additional efforts.

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Definition: a heterogeneous group of disorders manifested by significant difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning, or mathematical abilities. These disorders are intrinsic to the individual and presumed to be due to central nervous system dysfunction. Even though a learning disability may occur concomitantly with other handicapping conditions (e.g., sensory impairment, mental retardation, social and emotional disturbance), or environmental influences (e.g., cultural differences, insufficient/inappropriate instruction, psychogenic factors), it is not the direct result of those conditions or influences. (source).

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1. Seek advice from a mentor with experience dealing with the same or similar challenges.

2. Ask administrators for any additional resources or useful strategies they typically employ.

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1. Differentiate instruction based on the child's specific needs or knowledge gaps.

2. Use of office hours or additional study periods.

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1. Speak with parents to learn more about the child's personal history and any challenges, and parental solutions, they may have noted at home.

2. Enlist parents' help to find to do the extra work needed to fill in language gaps e.g reading out loud together at bedtime, more social engagement, and other forms of additional language practice.

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1. Speak with parents to learn of any previous diagnosis.

2. Be direct about why you’re reaching out, but remember that families have their own perspectives and interactions with their child that may not match what you’re seeing.

3. Share specific concerns by describing what you’re seeing, providing context, sharing examples, and explaining why this is something you’d like to explore more.

4. Ask for input and thoughts in an open-ended way that doesn’t impose your viewpoint. That may sound like, “What are your thoughts?” or “Have you noticed anything similar at home?” (Source).

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1. Seek help for a formal diagnosis.

2. If special education programs are available, identify if one might be right for your student.

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1. Adjust expectations.

2. Differentiate instruction based on the child's specific needs or limits.

3. Seek help from an in-classroom specialist when possible.

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Language vs. Disability

Distinguishing Between Disability and Language Difference

Categories of Disability under IDEA Children and Youth

Determining Whether a Child is Eligible for Special Education Services

Students Success Systems