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Signs of a struggling student: scores low on assessments, struggles with assigned classwork, easily distracted, avoidance behavior, withdrawn, lack of language, comprehension, grammar skills, showing no learning growth patterns and so on.

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·         Differentiating between a student with a language need and a student with a learning disability is an important path to the student’s individual plan. The language acquisition article does a great job describing the difference between ELL and LD different struggling student by comparing in language and literacy; “ELLs and students with learning disabilities (LDs) are both at risk for lower achievement in language and literacy, but for differing reasons. A student with a learning disability in reading may have difficulty with language processing, which impacts reading comprehension and literacy skill development. According to Spear-Swerling (2006), ELLs can usually learn to read in their native language, but they lack sufficient exposure to both spoken and written English, which can adversely affect the development of English literacy, skills.” https://www.ldatschool.ca/language-acquisition-difficulty-or-learning-disability/ It’s important to document the students weaknesses and strengths and then making appropriate differentiation plans for ELL (ESOL pull out, visual representations) or Learning Disability (IEP or 504 plan). The chart below was helpful when comparing why the ELL or LD students may struggle with specific behavior’s.

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Differentiated instruction helps a struggling student meet benchmark criteria through specified instruction during small group interventions. If the student is struggling with decoding, then they will need extra support with phonics through hands on activities. For math, we use re-teaching lessons for students who may need additional practice. The purpose of differentiation is to help the student reach their benchmarks goals. Not every student learns the same way. Our job is to help them succeed by using different re-teaching methods. Which could be hands-on activities, pairing high/low students to practice benchmark standards, small group interventions, including visuals and anchor charts,  and extra resources to practice at home with parents.

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1.      What is Intellectual Disability?

·         Psychocology.org article clearly defined Intellectual Disability: “Intellectual disability¹ refers to neurodevelopmental conditions that affect functioning in two areas: Cognitive functioning, such as learning, problem solving and judgement. Adaptive functioning, activities of daily life such as communication skills and social participation. Additionally, the intellectual and adaptive deficit begin early in the developmental period, typically before age 18 years for diagnosis.” ·         IEP is a written plan organized by a team for students who need additional services and they include the following; present evaluation (assessments, strengths and weaknesses), future goals (occupational therapy, speech) testing accommodations, special education pull out’s, communication logs, behavior management plan.

https://www.floridahealth.gov/provider-and-partner-resources/fccdhh/education/parents.html

·         When monitoring, it’s important to observe the students cognitive functioning and adaptive functioning but collecting routinely data (assessments, workbook samples, behavioral changes). Clinical diagnosis will measure the students IQ, the article also discussed 3 important adaptive functioning that the teacher would have to closely observe and document; conceptual, social, and practical. Federal Law (IDEA) and AAIDD offer beneficiary free supports for free which will help an individual become successful in the future.