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The student's parents will have noticed signs of disability at home and can offer helpful observations and information about the child’s development across development domains and languages. The teacher needs to communicate positively and let the parents know they play an important role in their child’s education.

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Are there developmental differences compared to the student's peers?

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Are there developmental differences compared to the student's peers?

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Refer student to Special Education Needs (SEN) Coordinator

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Refer student to Special Education Needs (SEN) Coordinator

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SEN Coordinator can follow up and support the student, ie. if student struggles with dyslexia

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Check student's aptitude and achievement tests

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Check student's aptitude and achievement tests

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ie. student's physical condition, his/her social or cultural background and adaptive behavior

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Is it a language or learning disability?

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Is it a language or learning disability?

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Develop and teach mentally appropriate strategies for English learners

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Develop and teach mentally appropriate strategies for English learners

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Does the student experience the same difficulties in his/her home language?

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Does the student experience the same difficulties in his/her home language?

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Ask the parents about the student's home language and find out long the student has been exposed to their home language in comparison to English.

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Offer the student's second language at a different time

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The student does not have a language nor learning disability

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The student does not have a language nor learning disability

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Recognizing Signs of Potential Learning Disabilities in Preschool

Building Parent-Teacher Relationships

Eligibility: Determining Whether a Child is Eligible for Special Education Services

What is Intellectual Disability?

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