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Regularly assess the student's progress and adjust the support plan as needed.

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Work with the student, their parents, and other teachers to put the support plan into action.

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Differentiated instruction

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Evaluate the student's language abilities, including vocabulary, grammar, and pronunciation, to determine if there's a language need.

Testing:
https://www.researchgate.net/publication/325325950_Assessment_tools_to_differentiate_between_language_differences_and_disorders_in_English_language_learners

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Create a tailored plan to address the student's specific needs, which may include language support, special education meetings, or additional resources.

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Evaluate the student's cognitive and learning skills, such as memory, attention, and problem-solving, to identify any learning disabilities.

Testing:
https://www.researchgate.net/publication/325325950_Assessment_tools_to_differentiate_between_language_differences_and_disorders_in_English_language_learners

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Resources for parents:

https://bwg.ku.edu/resources-for-parents-2/

https://www.readingrockets.org/article/top-10-resources-speech-language-and-hearing

https://www.speechandlanguagekids.com/resources/

https://www.speechandlanguagekids.com/resources-for-parentscaretakers-of-children-with-speech-and-language-delays/

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Learning disability parent help:
https://childmind.org/article/learning-disability-diagnosis-and-english-language-learners/

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Lots of children are diagnosed with learning disabilities (LDs). A diagnosis is important because it helps kids get the right support from their schools and find ways to learn that work for them.

However, English language learners (ELL students) sometimes receive incorrect or incomplete LD diagnoses. That's because they're learning English at the same time as other school subjects, so it can be hard to determine the cause of any learning difficulties.

If your child is an ELL student and has been diagnosed with an LD, here are some tips to help you make sure their diagnosis is correct and support them going forward.

If the school suspects that a student might have an LD, they will conduct an evaluation. For ELL students, there are several questions that evaluators should ask, including:

Has the student always struggled in school?

Is this the first time the student been taught in English?

Do the sounds in English exist in the student's native language?

"To prevent a misdiagnosis, parents need to be involved in the evaluation process," says Daryaneh Badaly, PhD, a neuropsychologist at Child Mind Institute. "They need to provide the evaluator with important information about their child, including their educational history, language history and family history of disabilities."

You can also tell the evaluator about any cultural differences that might affect testing. "For example, not all Spanish dialects are the same," says Dr. Badaly. "If they use a test created for someone with a different dialect or cultural background, then results could be incorrect."

If your child is diagnosed with an LD, you will be invited to attend an IEP (Individual Education Plan) meeting where you will join teachers and specialists to discuss which special education services your child should receive. These services are different from ESL (English as a Second Language) instruction, which help them learn English. A special education teacher will address your child's specific disability and help them learn in a way that works best for them.

Even if you are undocumented or in the United States on a special visa, your child still has a legal right to special education services and supports at school.

Sometimes, children can receive the wrong diagnosis. ELL students struggling because of a language barrier are sometimes mistakenly diagnosed with speech delays and/or language disorders.

Some signs that your ELL student might not have an LD include:

They have always done well in school when taught in their native language.

This is the first time their teachers have expressed concerns.

They do not have any challenges speaking or understanding their native language.

On the other hand, some signs that your child's challenges are due to an LD include:

If you think your child has been misdiagnosed with an LD, begin by talking to their classroom teacher. Ask them what they've noticed and if they believe your child has been misdiagnosed. If you'd like to request another evaluation or have questions about what services your child should receive, ask the teacher who you should contact. You can also talk to a school counselor, ESL teacher or special education teacher.

"Follow your instincts," recommends Myriam Alizo, a manager at SPAN Advocacy Network, which helps immigrant parents of children with disabilities. "If you think your child was misdiagnosed, received an incomplete diagnosis, or has a disability but they didn't receive a diagnosis, you have the right to ask the school for a free independent evaluation to make sure the initial one was correct."

Another option is to pay for an evaluation yourself, but before you do that, discuss your plans with the school. "If you decide to pay for an independent evaluation yourself, the school doesn't have to accept it," says Alizo, "so ask them if they will accept it before you go forward."

If your child does have a learning disability diagnosis, you may be worried that they will always be behind in school or feel left out. But with the right support, children with LDs can excel like anyone else.

"All children learn differently and no doctor or professional can tell you what your child will or won't be able to do when they get older," says Alizo. She says that some brains are wired differently, like the difference between an iPhone and a Samsung - they do similar things, but they have different wiring inside. "Although children with learning disabilities will have difficulties in the beginning, when the right supports are provided they can really thrive and conquer the world."

Supporting your child at home can help, and you don't need to speak English fluently to do that. "Let your child know you understand that this is really hard for them and help them a little at a time," Dr. Badaly advises. "For example, you can build their love of reading by reading to them in your native language or work on their math skills when you are grocery shopping."

If you're not sure what to do, don't be afraid to ask for help. "At the IEP meeting, ask for training on how to help your child with homework, manage their behaviors or create structure at home," Alizo recommends. "You can also look for reading and literacy programs in your community and sign up for one together or join your school's special education parent group."

Your active involvement will help your child get the support they need now and in the future.

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Learning Disability Diagnosis and English Language Learners - Child Mind Institute

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Lots of children are diagnosed with learning disabilities (LDs). A diagnosis is important because it helps kids get the right support from their schools and find ways to learn that work for them. However, English language learners (ELL students) sometimes receive incorrect or incomplete LD diagnoses.

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Differentiate between language need and learning disability: Administer set of exams, questionnaires and discussion topics. Analyze the assessment results to determine if the student's struggles are due to a language need, a learning disability, or both.

1. Differentiate for Parents and teachers:
https://www.smartspeechtherapy.com/is-it-language-disorder-or-learning-disability-a-tutorial-for-parents-and-professionals/

2. Assessment
https://www.asha.org/Practice-Portal/Clinical-Topics/Spoken-Language-Disorders#collapse_5

3. Language based learning difficulties:
https://www.gow.org/admissions/blog/diagnosis-of-language-based-learning-disability-what-to-do-next

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Earn 10 Reward Points by commenting the blog post

Recently I read a terrific article written in 2014 by Sun and Wallach entitled: "Language Disorders Are Learning Disabilities: Challenges on the Divergent and Diverse Paths to Language Learning Disability". I found it to be so valuable that I wanted to summarize some of its key points to my readers because it bears tremendous impact on our understanding of what happens to children with language disorders when they reach school years.

The authors begin the article by introducing a scenario familiar to numerous SLPs. A young child is diagnosed with receptive, expressive and social pragmatic language deficits as a toddler (2.5 years of age) begins to receive speech language services, which continue through preschool and elementary school until 2nd grade. The child is receiving therapy under the diagnosis of specific language impairment (SLI), which is characterized by difficulties with acquiring language in the absence of any other known disorders. By 2nd grade the child has seemingly "caught up" in the areas of listening comprehension and complex sentence production but is now struggling academically in the areas of reading and writing. Now his teachers are concerned that he has a learning disability, and his bewildered parent asks "Is it true that my child now has another problem on top of his language problem?"

From that scenario the authors skillfully navigate the complex relationship between language disorders and school disability labels to explain that the child does NOT have a new disorder but rather continues to face new challenges presented by his old disorder due to which he is now struggling to meet the growing language demands of the academic curriculum.

Here's the approximate hierarchy of language development in young children:

Exploration of the environment

Play

Receptive Language
Comprehension of words, phrases, sentences, stories

Expressive Language

Speaking single words, phrases, sentences, engaging in conversations, producing stories

Reading

Words, sentences, short stories, chapter books, etc.

General topics

Domain specific topics (science, social studies, etc)

Spelling

Writing
Words, sentences, short stories, essays

The problem is that if the child experiences any deficits in the foundational language areas such as listening and speaking, he will most certainly experience difficulties in the more complex areas of language which is reading and writing.
The authors continue by explaining the complexity of various labels given to children with language and learning difficulties under the IDEA 2004, DSM-5, as well as "research literature and nonschool clinical settings". They conclude that: "the use of different labels by different professionals in different contexts should not obscure the commonalities among children with language disorders, no matter what they are called".

Then they go on to explain that longitudinal (over a period of time) research has revealed numerous difficulties experienced by children with "early language disorders" during school years and in adulthood "in all domains of academic achievement (spelling, reading comprehension, word identification, word attack, calculation)...". They also point out that many of these children with language disorders were later classified with a learning disability because their "later learning difficulties [took on] the form of problems acquiring higher levels of spoken language comprehension and expression as well as reading and writing".

The authors also explain the complex process of literacy acquisition as well as discuss the important concept of " illusory recovery". They note that there may be "a time period when the students with early language disorders seem to catch up with their typically developing peers" by undergoing a "spurt" in language learning, which is followed by a "postspurt plateau" because due to their ongoing deficits and an increase in academic demands " many children with early language disorders fail to "outgrow" these difficulties or catch up with their typically developing peers".

They pointed out that because many of these children "may not show academic or language-related learning difficulties until linguistic and cognitive demands of the task increase and exceed their limited abilities", SLPs must consider the " underlying deficits that may be masked by early oral language development" and "evaluate a child's language abilities in all modalities, including preliteracy, literacy, and metalinguistic skills".

Finally, the authors reiterate that since language is embedded in all parts of the curriculum "intervention choices should be based on students' ongoing language learning and literacy problems within curricular contexts, regardless of their diagnostic labels". In other words, SLPs should actively use the students' curriculum in the intervention process.

In their conclusion the authors summarize the key article points:

The diagnostic labels may change but the students linguistic needs stay the same. Thus clinicians need to a) "identify existing language/literacy needs that may have been unidentified previously" and b) provide "relevant and functional interventions that are curriculum-based and literacy-focused"

"Early language disorders are chronic and tend to follow children through time, manifesting themselves differently based upon an individual's inherent abilities". Thus SLPs need to be keenly aware regarding the nature and timing of "illusory recoveries" NOT to be fooled by them.

"Definitions of literacy have broadened" so "intervention goals and targeted language learning strategies should change accordingly to guide effective and relevant intervention"

" Majority of learning disabilities are language disorders that have changed over time".

I hope that you've found this article helpful in furthering your understanding of these highly relevant yet often misunderstood labels and that this knowledge will assist you to make better decisions when serving the clients on your caseload.

References:
Sun, L & Wallach G (2014) Language Disorders Are Learning Disabilities: Challenges on the Divergent and Diverse Paths to Language Learning Disability. Topics in Language Disorders, Vol. 34; (1), pp 25-38.
Helpful Smart Speech Therapy Resources:

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Is it Language Disorder or Learning Disability? A Tutorial for Parents and Professionals | Smart Speech Therapy

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Recently I read a terrific article written in 2014 by Sun and Wallach entitled: "Language Disorders Are Learning Disabilities: Challenges on the Divergent and Diverse Paths to Language Learning Disability".

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School specific analysis of grade like evaluations, classroom environment, social mapping

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Referral - Signs of a struggling student

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Referral - Signs of a struggling student

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Talk to the student, their parents, and other teachers to get more insights into the student's performance and behavior.

Make referral to Spec ed with gathered information

1. becomes easily frustrated:
https://www.advancedlearners.com/tutoring/struggling.aspx

2. Lacks self motivation:
https://www.advancedlearners.com/tutoring/struggling.aspx

3. Has difficulty completing work:
https://www.gorick.com/blog/how-to-spot-a-student-who-is-struggling

4. Begins to argue about schoolwork:
https://doorwaysarizona.com/5-signs-student-struggling/

5. Behavior issues:
https://doorwaysarizona.com/5-signs-student-struggling/

https://my.optimus-education.com/spotting-signs-pupils-are-struggling

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Sometimes the first sign of a struggling student is a report card, other times the signs are not so clear...a child who suddenly doesn't want to go to school, spends longer and longer amounts of time trying to complete homework, or who says the teacher doesn't like him...all are subtle signs that intervention is needed. Some children may need specific skills taught within a subject area, while others may need help with organization, study skills, and the completion of homework.

Every child from time to time does not "want" to do their homework or to study, but if you see several of these signs on a regular basis you should consider seeking the help of a tutor.

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 school work

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

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Review some of the signs your student may need some extra help or possibly even a tutor.