# data[].attributes.body
Educate self on common disablities including possible signs and symptoms

Educate self on local laws governing disabilities and what is expected from teachers (IDEA and Section 504 in the US)

Educate self on IEP process

Signs and symptoms

Statute and Regulations

# data[].attributes.body
While teaching class observe if any student(s) is struggling in the classroom, whether understanding the concepts, completing the assigments or demonstrating any behavior problems. Most importantly track progress and see if any student is falling behind.

# data[].attributes.body
If there is a suspected language need further screening and assessment can be done. First, an English assessment can be done to assess student's English level.

It possible, that the student could still have a disability. Use of a language appropriate needs assessment with the help from bilingual staff to determine if student has a disability in addition to language needs.

Assessment for English Language Learners

# data[].attributes.attachment_link.readable_text
This section addresses the critical questions of how to properly assess and place English language learners (ELLs) at the school-wide and classroom level.

To see our other topics related to assessment, visit the following sections:

# data[].attributes.attachment_link.title
Assessment for English Language Learners

# data[].attributes.attachment_link.description
This section addresses the critical questions of how to properly assess and place English language learners (ELLs) at the school-wide and classroom level. To see our other topics related to assessment, visit the following sections:

# data[].attributes.body
If a struggling student is identified, closely observing the student over a period of weeks to distinguish between language needs, learning disability or other reason.

It's important to know about the student's cultural background as they may be a key clue into whether it's a possible language issue. It's important to include families in screening and assessment. Talking with the family will bring more clarity to the situation.

What do teachers need to know about young English learners with disabilities?

# data[].attributes.body
Refer to EEL services with bilingual instructor if available

Provide language support in English, including ESL material instruction

Accommodate student with material translated to second language if possible until English improves

Provide English language support, with images and easier assignments

Strategies for ELL Success: A Guide for Educators

# data[].attributes.attachment_link.readable_text
Learn how educators can support the success of their English language learners (ELLs). They will be useful for a wide range of audiences, including new and veteran teachers of ELLs, paraprofessionals, tutors, and administrators at the school and district level.
Photo by Allison Shelley for EDUimages

# data[].attributes.attachment_link.title
Strategies for ELL Success: A Guide for Educators

# data[].attributes.attachment_link.description
Learn how educators can support the success of their English language learners (ELLs). They will be useful for a wide range of audiences, including new and veteran teachers of ELLs, paraprofessionals, tutors, and administrators at the school and district level. Photo by Allison Shelley for EDUimages

# data[].attributes.body
If student is native in English and/or tests normal for English proficiency, then it is possible the child has a learning disability.

Start an Response to intervention (RTI) process to identify struggling students, intervene to provide extra assistance and monitor their process.

If no progress is made with RTI then a special education referral is made.

What is response to intervention (RTI)?

# data[].attributes.attachment_link.readable_text
At a glance

RTI aims to identify kids who are struggling in school.

It uses targeted teaching to help them catch up.

An important part of RTI is measuring progress and providing more support to kids who need it.

If you look inside any general education classroom, chances are good that you'd see different students struggling for different reasons. It can be hard for a teacher to tell right away which students are struggling or why.

Response to intervention (RTI) aims to identify struggling students early on and give them the support they need to thrive in school. The word intervention is key to understanding what RTI is all about. The goal is for the school to intervene, or step in, and start helping before a student falls really far behind.

Teachers can provide targeted teaching - called interventions - to help struggling students catch up. A big part of the RTI process involves closely monitoring student progress. That way the school can see which students need more academic support.

RTI isn't a specific program or type of teaching. It's a proactive approach: RTI measures students' skills and uses this data to decide which interventions to use.

About the author

About the author

Amanda Morin is the author of "The Everything Parent's Guide to Special Education" and the former director of thought leadership at Understood. As an expert and writer, she helped build Understood from its earliest days.

Reviewed by

Reviewed by

Elaine M. Niefeld, MA, MBA is a consultant and former associate director of the RTI Action Network.

# data[].attributes.attachment_link.description
Response to intervention (RTI) is a multi-tier approach that aims to identify struggling students early and help them catch up. Learn what RTI is and how it works.

# data[].attributes.headline
Step 6A: Assessing Disabilities in Native Language 

# data[].attributes.subject
Step 6A: Assessing Disabilities in Native Language 

# data[].attributes.body
It's possible, the student may have language needs and a dissability, it is good to make an assessment in the student's primary language. This can be developed with help from bilingual instructors.

Hire Bilingual Staff and/or Qualified Interpreters To Assist in the Screening and Assessment Process

# data[].attributes.headline
Step 3.1: Differentiate Between Language Need Learning Disability 

# data[].attributes.subject
Step 3.1: Differentiate Between Language Need Learning Disability 

# data[].attributes.body
If student struggles with English-language heavy tasks more than with non-language based tasks then it's more likely, it's a language need. If the student struggles equally it's possible it is a learning disability.

English Language Learners: Differentiating Language Learning versus Language Based Learning Disability

# data[].attributes.body
The student maybe experiencing difficulty learning and falling behind based on social, emotional needs or traumatic events.

Speaking with parents to see if this is the possible cause and developing an action plan including school counselor and making other mental health resources available to student.

Mental Health 101: How educators can spot the warning signs

# data[].attributes.attachment_link.readable_text
By staying attuned to students' mental well-being, educators can be instrumental in backstopping early intervention and facilitating timely support.

Do you know what to look for and how to leverage mental health staff and other resources? Read on for a refresher to ensure you're prepared to connect students with the support they need.

Educators' unique role in observing mental health challenges

Students spend a significant portion of their time in school, making educators ideally positioned to observe changes in behaviour, academic performance and social interactions that may indicate underlying mental health concerns. Because educators have routine and extended interaction with students, they may notice subtle shifts in mood, engagement or conduct that might otherwise go undetected.

This proximity enables educators to serve as an "early warning system," potentially identifying student mental health issues before they escalate. Schools and districts are increasingly clarifying this role as fundamental to the job.

As one example, the Council of the Ontario College of Teachers has approved a professional advisory on supporting students' mental health that says, in part, "The responsibility of [Ontario Certified Teachers] OCTs to support students' mental health stems not only from the profession's ethical and practice standards but from statutes, regulations, school board and employer policies, professional workplace standards and common law."

Mental health warning signs to watch for

Because educators are routinely around large groups of kids, they have a unique opportunity to compare a student's behaviour and performance to that of their peers, providing a broader context for identifying potential issues in a way that families may be unable to.

Watch for the following red flags, as they could indicate a potential mental health issue:

Changes in academic performance: Sudden decline in grades; incomplete assignments; lack of participation; difficulty concentrating.

Behavioural changes: Increased absences or tardiness; disruptive behaviour or outbursts; withdrawal from class discussions or group activities; isolation from peers; difficulty working in groups.

Physical symptoms: Frequent complaints of headaches or stomach aches; visible signs of self-harm or neglect; changes in energy levels or sleeping during class.

Emotional indicators: Mood swings or irritability; lack of motivation; apathy toward previously enjoyed activities.

By watching for these behaviours, educators can be on the front lines for early identification of potential mental health concerns, allowing for timely intervention and support.

Tapping mental health resources

Wondering if an issue is concerning enough to pursue additional support? Intervene immediately if there are any signs of self-harm, suicidal ideation or risk to others. Otherwise, watch for persistent changes in behaviour, performance or mood that last more than a week or two, or that have a significant impact on a student's academic performance or social interactions.

If there's a particular concern at any of these stages, don't hesitate to report what you're noticing to the mental health professionals in your school or district and ask for their guidance on what to do next.

Take an active role

Your school or district likely has a defined process for how to address mental health concerns among students, so follow those steps when connecting the student with mental health resources. Your school or district's mental health staff can facilitate assessments to better understand what is affecting the student, and then offer individual counseling or other support based on their unique needs. They also can likely suggest online resources, such as school-approved mental health apps or websites.

School Mental Health Ontario, for example, uses the ONE-CALL approach. ONE-CALL steps are to Observe, Notice, Explore, Connect, Ask, Listen and Link students to the right support, acknowledging that while it's not educators' job to diagnose students, educators play a critical role in early identification of mental health issues that can lead to a proper diagnosis.

Learn more about one ONE-CALL approach here: https://smho-smso.ca/online-resources/one-call-desk-reference/.

Educators can also work directly with school mental health staff to communicate with students' families as mental health concerns are raised and addressed.

Those meetings can be challenging. Here are some tips educators can follow to support both their students and the school mental health professionals to make the most of the conversation with families:

Prepare thoroughly by documenting specific observations and incidents.

Start by highlighting the student's strengths and positive qualities.

Be specific and objective; describe observed behaviours and changes without diagnosing or labeling, and cite concrete examples.

Listen actively by asking open-ended questions to gain more insight and allow the family to share their perspectives and observations.

Offer resources, from school-based support services to external resources.

By approaching the conversation with empathy, professionalism and a focus on the child's well-being, you can create a supportive partnership with the family to benefit the student.

Share life-saving resources broadly

Canada's 9-8-8 Suicide Crisis Helpline connects callers to a responder at one of nearly 40 national, local, provincial and territorial crisis lines, who co-deliver the service.

Sharing the 9-8-8 number frequently can help students and their families become aware of this life-saving resource.

Other resources include:

By recognizing signs of potential mental health issues, communicating effectively with support staff and students' families, and leveraging available resources, educators can make a significant difference in students' lives.

For more resources to help you support your students' mental health, visit the Pearson Mental Health Resource Centre.

# data[].attributes.attachment_link.title
Mental Health 101: How educators can spot the warning signs

# data[].attributes.attachment_link.description
Mental Health 101: How educators can spot the warning signs

# data[].attributes.body
A referral process starts to prepare the student for an evaluation for special needs services.

Obtaining parental consent is required before any evaluation takes place. Parents can also request an evulation from the school themselves.

Evaluating Children to Determine Eligibility for Special Education Services and Reevaluation Requirements

# data[].attributes.attachment_link.title
Evaluating Children to Determine Eligibility for Special Education Services and Reevaluation Requirements – Learning Disabilities Association of America

# data[].attributes.attachment_link.description
Evaluating children to determine eligibility for special education services is an issue with which many parents and educators struggle. There are many factors to consider during a comprehensive evaluation of a child for possible eligibility for special education services. It’s important that parent(s) know their rights under the Individuals with Disabilities Education Act (IDEA), understand the process, and ensure their child receives the appropriate services. School districts need to provide parents their procedural safeguards (rights) guaranteed under IDEA before a full and individual initial evaluation takes place. When a child receives special education services for an extended period of time, the question of reevaluation may arise. This article addresses these issues and answers questions about consent and how the results of the evaluation and reevaluation are used.

# data[].attributes.body
Evaluation takes place, IDEA states

"the school system must ensure that—

…the evaluation is sufficiently comprehensive to identify all of the child’s special education and related services needs, whether or not commonly linked to the disability category in which the child has been classified."

Review of all data and observations of the student to make the determination of whether or not they have a disability that qualifies under IDEA.

Evaluating School-Aged Children for Disability

# data[].attributes.attachment_link.provider_name
Center for Parent Information and Resources

# data[].attributes.attachment_link.title
Evaluating School-Aged Children for Disability - Center for Parent Information and Resources

# data[].attributes.attachment_link.description
Accurate and updated information as of April 2022 In Spanish | en español Short version (4 pages) of this information: Your Child’s Evaluation Sobre evalución en breve (4 páginas): La Evaluación de Su Niño Evaluation is an essential beginning step in the special education process for a child with a disability. Before a child […]

# data[].attributes.body
If the student qualifies for special education services under IDEA an Individualized Education Program (IEP) is developed for them. It's a written document that outlines the special education services the student will receive.

It sets out goals the services that will be given to the student by the school.

All About the IEP

# data[].attributes.attachment_link.readable_text
Current as of April 2022
In Spanish | En español

When a child receives special education services under the Individuals with Disabilities Education Act (IDEA), he or she must have an Individualized Education Program (IEP). This is a written document listing, among other things, the special educational services that the child will receive. The IEP is developed by a team that includes the child's parents and school staff.

The IEP is an extremely important document in the educational lives of students with disabilities receiving special education under IDEA. The resources we've listed below will help you learn more about IEPs-what the law requires, what information a typical IEP contains, how IEPs are developed, and so on.

_______________________________

The Short-and-Sweet IEP Overview
Find out fast what an IEP is, who writes it, and what it contains.

The IEP Team
A child's IEP is developed by a team of individuals that includes key school staff and the child's parents. Find out who's required by law to serve on the team and what they might contribute to developing the IEP.

Contents of the IEP
A child's IEP, by law, must contain specific information, including the special education and related services that he or she will receive. But there's so much more in an IEP! Find out in detail.

When the IEP Team Meets
What goes on at an IEP team meeting? What does IDEA require? What types of considerations, discussions, and decisions must be made by the IEP team? Find out here.

# data[].attributes.attachment_link.description
Current as of April 2022 In Spanish | En español When a child receives special education services under the Individuals with Disabilities Education Act (IDEA), he or she must have an Individualized Education Program (IEP). This is a written document listing, among other things, the special educational services that the child will receive.

# data[].attributes.body
If the student doesn't meet the criteria of a disability under IDEA, they may still qualify for a 504 plan. This is a plan of accommodations given to the student with a disability.

What is a 504 plan?

# data[].attributes.attachment_link.readable_text
A 504 plan is a blueprint for how the school will support a student with a disability and remove barriers to learning. The goal is to give the student equal access at school.

504 plans are formal plans that schools develop to give kids with disabilities the support they need. That covers any condition that limits daily activities in a major way.

504 plans often include accommodations. These can include:

Changes to the environment (like taking tests in a quiet space)

Changes to instruction (like checking in frequently on key concepts)

Changes to how curriculum is presented (like getting outlines of lessons)

Accommodations don't change what kids learn, just how they learn it. The goal is to remove barriers and give kids access to learning.

While it's rare, 504 plans can provide modifications. Unlike accommodations, modifications do change what a student is taught or is expected to learn. Students might get fewer homework assignments, for instance. Or they may be graded in a different way than their classmates.

The process for getting a 504 plan is different, and simpler, than the process for getting an IEP. But it varies from school district to school district

With 504 plans, schools look at information about a student from a few different sources. One source might be a medical diagnosis. Schools might also look at the student's grades, test scores, and teacher recommendations.

Families or schools can request a 504 plan through the school district's 504 coordinator. This person may also be the IEP coordinator. (Ask the principal if you're not sure who to contact.) The request must be in writing. The school will then hold a meeting to decide if the child qualifies and what supports are appropriate.

Legal rights under 504 plans

The 504 process has fewer protections than the special education process. But families can still play an important role by staying involved and making sure kids with disabilities get the same education as kids who don't.

Key takeaways

504 plans are designed to help kids with disabilities learn alongside their peers.

A 504 plan isn't the same as an IEP.

There are fewer safeguards in the 504 plan process than in the IEP process, so it's important to be proactive.

About the author

About the author

The Understood Team is made up of passionate writers and editors. Many of them have kids who learn and think differently.

Reviewed by

Reviewed by

Melody Musgrove, EdD served as director of the Office of Special Education Programs (OSEP) in the U.S. Department of Education.

# data[].attributes.attachment_link.description
What is a 504 plan? Get a definition of 504 plans and learn about Section 504 services for students in this guide.