# data[].attributes.body
1. Difficulty understanding as well as following instructions and directions

2. Intentionally distract themselves and others to avoid completing work

3. Reduced participation during classroom activities

4. Lower results on assessments

5. Increased apathy towards the subject and their results

6. Needs more time to complete classwork and homework

# data[].attributes.body
1. Speak to students one-on-one to try to identify the root cause of the difficulties

2. Speak to the school counselors/psychologists to share concerns and develop an IEP plan with the inclusion of the student's family

3. Differentiate during classroom instruction, activities and assessments (e.g., multisensory instruction)

4. Be positive with the students and celebrate their wins

# data[].attributes.body
Campus, Q. (2024, February 22). Observing students to identify struggling learners - quick campus - medium. Medium. https://medium.com/@joinquickcampus/observing-students-to-identify-struggling-learners-724cac5e0817

How to spot a student who is struggling | Gorick. (n.d.). https://www.gorick.com/blog/how-to-spot-a-student-who-is-struggling

Spotting the signs that pupils are struggling. (2022, March 10). Optimus Education. https://my.optimus-education.com/spotting-signs-pupils-are-struggling

Nurtem, T. (2022, August 2). What are the signs of a struggling student? How to help them? | Nurtem. Nurtem. https://nurtem.com/blogs/signs-of-struggling-student/

What are the indicators of learning disabilities?. https://www.childnexus.com. (2017, June 29). https://www.childnexus.com/blog/article/what-are-the-indicators-of-learning-disabilities

Oxford University Press ELT. (2021, October 11). Learning difficulties in the ELT classroom: How to identify them and what to do | OUP. Teaching English With Oxford. https://teachingenglishwithoxford.oup.com/2018/06/15/learning-difficulties-elt/

# data[].attributes.headline
Differentiating Between a Language Need and a Learning Disability

# data[].attributes.subject
Differentiating Between a Language Need and a Learning Disability

# data[].attributes.body
1. Primarily affects students comprehension and communication abilities

2. Frequently occurs with students when learning another language

3. Positive language development progression with differentiated instruction or multi-sensory instruction

# data[].attributes.body
1. Similar difficulties usually seen across different subjects

2. Trouble paying attention and concentrating on one task for extended periods of time

3. Difficulties typically present in multiple languages, including native language

4. Challenges persist despite different forms of targeted and differentiated instruction

# data[].attributes.headline
Actionable Plan at My School: Communication

# data[].attributes.subject
Actionable Plan at My School: Communication

# data[].attributes.body
1. Inform the school psychologist to see if there is any prior information from previous years at the school or a previous school

2. Organize a meeting with the parents and school pscyhologists to express concerns and gain background experience

3. Speak with other teachers to understand if their struggles are observed in other subjects

# data[].attributes.body
1. Based on information gathered, identify the most useful form of differentiation and adaptation. Possible forms of differentiation:

1. Reduced contents in specific subjects to further identify if the challenge is related to quantity of information and pace of each class

2. Indivdudalized support with the school psychologist once a week

3. Speak with the personal advisor of the student. (At my school each teacher is a personal advisor and they have the most contact with parents, meaning they can provide additional context that may not be widely known)

4. Reduce number of questions on an exam to see if a student struggles more in terms of processing information and questions

5. Provide extra time for students who may struggle emotionally to allow them to take their time without focusing on any anxiety

At my school, these are solutions that can be applied for students with language needs and learning disabilities, depending on what suits them best.

# data[].attributes.headline
Actionable Plan at My School: Affirmative Observations (4 or more weeks later)

# data[].attributes.subject
Actionable Plan at My School: Affirmative Observations (4 or more weeks later)

# data[].attributes.body
If observations of the the implemented solution show it to be affirmative, further actions should be taken:

1. Communication with the parents to express the best way their child learns and useful things they can do at home to support the approach at school

2. Inform teachers of the specifics, with recommendations on most sucessful types of differentation in the classroom

3. Only apply adaptations (pertaining toworkload and exams) in the subjects that apply. Allow the student to achieve their maximum, at their right pace, in each subject

# data[].attributes.headline
Actionable Plan at My School: Non-Affirmative Observations (4 or more weeks later)

# data[].attributes.subject
Actionable Plan at My School: Non-Affirmative Observations (4 or more weeks later)

# data[].attributes.body
If the observations do not align with the primary challenge related to the implented solution, implement another system by:

1. Further identifying core challenges for the student

2. Speak with school psychologist to discuss observations and develop a new plan

# data[].attributes.body
Aim to always be aware of a student's situation by:

1. Observing if the adaptations continue to serve them well or if there is any difference. Are they doing fine in the class, maintaing the same level or struggling?

2. Continue to speak with school psychologist to understand what they are observing in their 1-1 meetings

3. Speak with the parents to update them on the plan

4. Pay close attention to any changes socially, emotionally and academically

5. Try to be aware of the student's experience in other subjects that are applying the same forms of adaptation