# data[].attributes.body
Process:
1) Observe and Identify between "General symptoms" with "The symptoms in my class"
2)Compare  between these symptoms with required language comprehension
3) Find the gaps and analyze to determine " language need" and " learning disabilities"
4) Implement relevant teaching approach to " language need"
5) Implement relevant teaching strategies to "learning disabilities"
Challenges:
There are many similarities between Foreign language needs and learning abilities
Resource:

https://www.ldatschool.ca/strategies-for-teaching-reading/

<Strategies for teaching reading to students with Learning Disabilities>

https://www.ldatschool.ca/wp-content/uploads/2017/08/DLD_PP-1_ELL-LD-2014.pdf <Components of special education for learner with LD>

Fuchs, D., Fuchs, L., Mathes, P., & Simmons, D. (1997). Peer-assisted learning strategies: Making classrooms more responsive to diversity. American Educational Research Journal, 34, 174-206.

Chu, S., & Flores, S. (2011). Assessment of English language learners with learning disabilities. The Clearing House, 84, 244-248.

Expert Panel on Literacy and Numeracy Instruction for Students with Special Education Needs, Kindergarten to Grade 6. (2005).

Ortiz, A., Wilkinson, C., Robertson-Courtney, P., & Kushner, M. (2006). Considerations in implementing intervention assistance teams to support English language learners. Remedial and Special Education, 27(1), 53-63.

# data[].attributes.body
School: Private high school with high entry requirements

Subject: Chinese as foreign language

Classroom size: 10-15

Language proficiency level: Chinese 4-Chinese 5