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Step 1: Initial Identification of Concerns

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Step 1: Initial Identification of Concerns

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The teacher observes academic or behavioral struggles in the classroom. Key indicators include difficulty forming sentences, trouble learning new vocabulary, and challenges with following instructions. Teachers should document specific examples of these struggles and note the frequency and context in which they occur.

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2. Step 2: Begin with Informal Observations and Documentation

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2. Step 2: Begin with Informal Observations and Documentation

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Note where/when challenges occur.

Use a checklist to document:

Language used at home vs. school

Social interactions

Specific academic struggles

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Documentation extends to behavioral manifestations that might indicate language struggles. These can include signs of frustration during language-heavy tasks, avoidance of reading or writing activities, or difficulties in social interactions with peers. Teachers should note both the triggers and the student's coping strategies.

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Conduct family interviews.

Ask key questions:

Are difficulties present in the home language?

Is the child exposed to more than one language regularly?

Are the same concerns observed at home by the parents?

https://eclkc.ohs.acf.hhs.gov/sites/default/files/pdf/dll-gathering-info.pdf

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Step 4:Determine if Issue is a Language Difference

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Step 4:Determine if Issue is a Language Difference

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YES: Proceed with language support services
NO/UNCLEAR: Continue monitoring and use developmentally appropriate strategies for support

Implement strategies like:

Visual supports

Simplified language

Wait time and modeling

Use differentiated instruction practices

Differentiated Instruction Overview

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Are students making gains with interventions?

YES → Continue language support

NO → Concerns persist across settings and languages

Use formative assessments:

Exit tickets, journals, small-group instruction, choice boards

Formative Assessment Examples

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If a learning disability is diagnosed:

Develop IEP

Provide specialized instruction

If not eligible, continue with differentiated supports and progress monitoring

Early Childhood Special Education Services Overview

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Consult with bilingual SLP or ESL specialists

Review interventions and observations

Role of Bilingual SLP

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Use data from:

Family interviews

Observations across settings

Results from strategies attempted

Culturally and linguistically appropriate screening tools

Child Find Resources

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Based on the analysis, a support plan is developed. For language differences, this might include ESL services and cultural support. For suspected learning disabilities, the process moves toward formal special education evaluation.

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Achilles, G. M., McLaughlin, M. J., & Croninger, R. G. (2007). Sociocultural correlates of disproportionality in special education: Toward contextualized solutions. The Journal of Special Education, 41(1), 3–13. https://doi.org/10.1177/00224669070410010101

Back, L., Sinha, S., & Bryan, C. (2016). The language of inclusion: Using person-first language. Inclusion Press.universallydesigned.education

Harry, B., & Klingner, J. (2022). Why are so many minority students in special education? Understanding race & disability in schools (2nd ed.). Teachers College Press.universallydesigned.education

U.S. Department of Education. (2017). English learner toolkit for state and local education agencies (SEAs and LEAs). https://www2.ed.gov/about/offices/list/oela/english-learner-toolkit/index.html

WestEd. (n.d.). Supporting multilingual learners with disabilities. https://www.wested.org/support/supporting-multilingual-learners-with-disabilities/WestEd