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Label theory tells us that labelling students as dyslexic, ADHD, or mentally disabled can negatively affect how these students perceive themselves. If you tell a student that he or she is dyslexic, that student may stop trying to learn how to read, or he or she may believe that learning the skill is impossible. Teachers are also at risk. If the teacher knows that the student has a learning disability, this may make the teacher feel less responsible for the student's success, after all, working with a student with a learning disability does require more effort than working with a learner without challenges. The best tool for dealing with the problem is the application of metacognitive strategies for growth mindsets. Teachers need to realize that they should never make students feel incompetent, and they need to encourage students to work hard to overcome difficulties rather than internalize them – viewing these challenges as obstacles rather than boundaries.

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Instructional Strategies for ESL Students Checklist

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Instructional Strategies for ESL Students Checklist

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Supporting English Language Learners with Learning Disabilities

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Supporting English Language Learners with Learning Disabilities

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When an ELL is diagnosed with a learning disability, careful consideration as to programming is key – this student will continue to require support in English language acquisition as well as receiving appropriate special education intervention and support. The Council for Exceptional Children’s (CEC) Division on Learning Disabilities (DLD) published a position statement in March 2014 entitled, “Essential Components of Special Education for English Language Learners with Learning Disabilities”. The position paper advocates for a seamless, supportive education that includes the following components:

Culturally and linguistically responsive teachers

These teachers build strong relationships with students and their families. They hold high expectations and know how to scaffold instruction to help students meet those expectations.

Culturally and linguistically responsive and relevant instruction

Culturally:   It creates literacy activities that build on and expand students’ home literacy experiences such as storytelling, writing autobiographies and personal narratives, or writing letters to family members. It incorporates students’ and their families’ knowledge and expertise into instruction
Linguistically:    It includes explicit attention to linguistic forms and functions.

A supportive learning environment

Students feel safe and are comfortable taking risks. They need not fear that their efforts at communication will be thwarted

Assistance with English language acquisition

Teachers must create learning situations where students can interact with peers in meaningful ways. Effective vocabulary instruction for ELLs must be frequent, intensive, systematic, and complex and should include strategy instruction that helps students learn words independently

Support in general education classrooms

Possibilities include providing extra time to complete tasks, clarifying complex directions, providing visual supports, recording reading assignments for homework or review, providing peer tutoring, and breaking longer presentations into shorter segments.

Intensive research-based interventions

Explicit instruction in oral language and listening comprehension,

Explicit instruction in reading comprehension strategies,

A read-aloud routine with explicit vocabulary instruction and scaffolded story retelling,

Word study and phonics strategies,

Word reading and reading connected texts, and

Repeated reading for speed, accuracy, fluency and prosody.

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Differentiate between a language need and a learning disability

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Differentiate between a language need and a learning disability

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

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

An e-Book, entitled, “English Language Learners: Differentiating Between Language Acquisition and Learning Disabilities”. This resource is available through the Council for Exceptional Children (CEC).

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By law, the initial assessment of a child must be "complete and personalized" - that is, focus only on that child.

I&RS Meeting:   The I&RS/STAR Team process is a collaborative school effort between district personnel and parents to intervene when a student has been identified as making minimal academic and/or emotional progress in the general education setting.  The team or committee collects and evaluates relevant data in order to determine or identify specific barriers to student performance.

The assessment must compare the child to his or her own growth and potential, not to other students whose backgrounds and levels of exposure may differ.

The child must be assessed in all areas related to the child's suspected disability.

Evaluation Planning Meeting:  This meeting provides the opportunity for the school and/or parents to convey concerns related to the student’s educational progress.  The full CST is in attendance and will determine if an evaluation is warranted.  If an evaluation is warranted, the CST will develop an evaluation plan and present it to the parents for their consent.  If the parents consent to the plan, the CST has 90 days to complete the assessments, determine the child’s eligibility, and have the child placed in a program.

Eligibility Meeting:  At this meeting, the case manager presents the findings from the completed assessments, reviews the student’s eligibility status, and if eligible, develops appropriate programming for the student in collaboration with the IEP team.

IEP （individualized education plan） Meeting:  In this meeting, the IEP team reviews the student’s progress in the current program and then plans for future programming based on the information presented.
The results of the assessment will be used to determine the child's special education qualifications, related services and appropriate education plans.

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From MTSS/RtI (Multi-level Support System) to special education referrals

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From MTSS/RtI (Multi-level Support System) to special education referrals

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The school recognizes the progress of students who are lagging behind their peers.

They will intervene by providing other support, such as other reading programmes.

They will continue to monitor the student's progress, and if the student's progress does not continue to develop, then the school may decide to evaluate whether the student has a learning disability or other special circumstances.

They wanted to figure out why students couldn't make progress even with the extra support.

They also want to confirm a case where the student's condition is not because he is still learning English or not getting enough instruction

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Students should be screened to monitor their progress

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Students should be screened to monitor their progress

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https://www.hmhco.com/blog/what-is-the-difference-between-mtss-vs-rti#:~:text=While%20RTI%20is%20geared%20more,%2C%20and%20community%2Ffamily%20involvement.

Students should be screened to monitor their progress so that students who begin to fall behind or signal a need for more help can get the immediate intervention they need.

example:
Devon, a second grader who is new to the school district, has shown difficulties with decoding and phonemic awareness. Early screening assessments, administered at the start of the school year, have indicated that she is already significantly behind grade level in reading. Still, later assessments do not point to a learning disability.

Devon’s teacher has noticed that Devon seems frustrated and distracted and that she occasionally interrupts her classmates when they are trying to concentrate. The teacher also knows that Devon is skilled at gymnastics, shows a talent for art, and is strong in math.

Within the RTI model, Devon would be placed in a Tier 2 or Tier 3 category and given systematic and explicit instruction to improve her reading skills. This might include intensive one-on-one time with a reading specialist, as well as other interventions.

To function well, both the MTSS and RTI models need to rely on accurate and ongoing data—as well as a consistent process that involves the entire school team.  While RTI is geared more towards academic outcomes for at-risk students, MTSS encompasses that goal and adds to it with broader implications for social and emotional learning, behaviour, school culture, and community/family involvement.

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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 schoolwork

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