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Students who have difficulty with language require different accommodations than those students who have a learning disability

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Educators must first observe the students in the leaning environment. in some instances, there are obvious indicators of the presence of a language or learning disability. Once an educator has gathered evidence to support the suspicion that a student has a language deficiency, the teacher can then have a conversation with the parent/guardian of the student and refer the student to the school counselor.

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Whether a student has an issue with understanding the language or a learning disability, there are specific assessments that can be given to help educators determine the best supports to aid these students with their leaning.

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These are some of the most common formal assessments given to students who demonstrate a learning deficiency.

Links:

https://www.pearsonassessments.com/store/usassessments/en/Store/Professional-Assessments/Cognition-%26-Neuro/Wechsler-Intelligence-Scale-for-Children-%7C-Fifth-Edition-/p/100000771.html

https://www.wpspublish.com/topl-2-test-of-pragmatic-language-second-edition

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While English is the language of business, it is not always the language of all of the classroom participants. Therefore, classroom teachers must be aware of their student audience.

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A Learning Disability is classified as any cognitive or physical issue that prevents a student from learning.

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Once students have been assessed, the educator can use the data to better support the individual learning needs of the student.

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In many cases, educators can accommodate students who have language challenges by translating work into their language, partnering these students with bi-lingual students, allowing students who speak the same language to work in groups(if language is not English), and allowing the students extra time to complete assignments.

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Students who have been diagnosed with a learning disability will typically receive an IEP (Individualized Education Plan or 504 Plan. These are documents that specifies what services/accommodations will be provided to the student by the school. It is important for teachers to review IEP and 504 Plan accommodation documents and abide by the requirements set forth. It is also helpful if the student who has an IEP is aware of the accommodations that they receive.

Links:

https://www2.ed.gov/parents/needs/speced/iepguide/index.html

https://www.washington.edu/accesscomputing/what-difference-between-iep-and-504-plan

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Educators may choose to do informal assessments on their students to better determine if there is a language deficiency. These informal tests allow the educator an opportunity to establish a baseline of student knowledge.