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Kindergarten students are difficult to differentiate because of their age and the fact that they are still in a developmental period for various abilities. They may show the following behaviors, which we should pay closer attention to:

1. Difficulty following simple directions

2. Avoiding all forms of social play

3. Delayed speech, not only in English but also in their home language

4. Limited vocabulary or difficulty expressing needs and ideas clearly

5. Frequent emotional frustration, or inability to regulate emotions

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Collecting data is a good starting point for providing support. Observation records should be gathered from different areas and by multiple teachers to ensure the data is more comprehensive and professional.

Homeroom teachers can use daily logs to track patterns, such as behavior charts, interactions with classmates, and daily performance in activities like writing and reading.

Teacher-parent meetings provide opportunities to collect observations from parents about the child’s behavior and development at home.

Learning support teachers can join the classroom to observe the student, offering a more professional and specialized perspective.

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Step 2 – Collecting data about special education kindergarten

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Signs of Potential Learning Disabilities

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Signs of Potential Learning Disabilities

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Max was 5 when he was diagnosed with a language-based learning disability. But his mother says the signs were visible earlier. She says Max had a hard time learning how to talk.

At 5, Max was identified much earlier than most students. According to a report by the National Center for Learning Disabilities, 38 percent of public-school students who receive special education services do so under the category of specific learning disability (SLD). But just a little over 6 percent of those students have the SLD identification by age 6; that increases to 40 percent by age 10.

Learning disabilities are neurologically based. The brain structure and function of students who have learning disabilities differ from those of peers who don't have the same challenges. One study found that those structural differences exist even before children begin to read.

So why is it that so few students who show early signs-like Max-are identified as having learning disabilities?

Recognizing Struggling Learners

Most preschool teachers know that some students take more time to develop and learn skills. However, while early signs of learning disabilities include delays in developmental milestones, teachers may be hesitant to jump to conclusions, thinking they need to give students adequate time to improve their skills.

Being in remote learning environments can rightfully reinforce this cautious instinct: When all students are struggling to navigate modes of learning that aren't intuitive to preschoolers, it's much harder to discern who is finding the act of learning challenging from those for whom learning itself is a challenge.

It's also true that some learning challenges are much more noticeable than others. Brittney Newcomer, a nationally certified school psychologist and the associate director of learning experiences at Understood, a nonprofit organization centered on helping those with learning and thinking differences-where I also work-told me that preschool teachers are more likely to notice speech issues because delays in language development or difficulty pronouncing words are often the most prominent challenges in young children.

"Because academic skills are just emerging in preschool, it is more difficult to identify patterns with specific academic areas, such as reading and math," Newcomer said.

This may account for why many students who receive special education support in preschool are identified as having a speech-language impairment. But Newcomer notes there is an overlap with language delays and learning disabilities.

"Difficulties with reading can be related to language deficits. Teachers should pay close attention to language-based tasks. For example, if students are showing difficulty grasping the concept of rhyming, this could demonstrate challenges with the phonological processing that is related to dyslexia," Newcomer said.

Identifying the Signs

Not all students have difficulty with the same skills, and not all students who have difficulties have learning disabilities. Newcomer suggests that teachers pay attention to clusters of signs, such as when a student has a heightened difficulty in learning numbers, days, colors, the alphabet, and/or shapes.

Pay attention to additional early signs of language-based learning disabilities, including:

Consistent difficulty naming familiar and everyday objects;

Using vague words like thing;

Struggling to come up with the right word;

Trouble following or remembering multistep directions;

Difficulty reciting things in the right order (like the alphabet or nursery rhymes); and

Mixing up the sounds in multisyllabic words ("mazagine" instead of "magazine" or "cimmanom" instead of "cinnamon").

Some students don't have trouble with language-based tasks, but struggle with math-based skills, like numeracy. Look for these common, noticeable signs in math:

Trouble counting out loud (skipping over numbers or reciting them out of order);

Trouble recognizing, creating, or replicating patterns;

Trouble connecting number symbols to number words, such as knowing that the numeral 5 goes with the word five;

Difficulty generalizing a number to more than one group of objects, such as understanding that six can be six crayons, six books, or six children; and

Difficulty understanding one-to-one correspondence.

Supporting Struggling Learners

Teachers aren't (and shouldn't be) diagnosticians, but they're often the first to notice signs of possible learning disabilities in their students. Noting when, where, and how students are encountering problems with learning and pinpointing specific areas of struggle are the first steps to supporting learners.

Using an observation tracker ( like this one) can help identify trends and patterns, such as particular times of day when students struggle or how they respond to intervention or small group instruction. Teachers can also put into place supportive practices that help all students but are especially helpful for those with learning disabilities. For example:

Using clear language to explain and teach a new skill;

Narrating or doing a "think-aloud" when demonstrating classroom routines;

Making classroom expectations explicitly clear and displaying them;

Providing directions in both written and picture form;

Teaching, practicing, and reteaching expected behaviors and routines; and

Providing immediate feedback so students can correct behavior or skills in real time.

Going the Extra Mile

For some students, supportive practices may not be enough. Helping students with potential learning disabilities also relies on early evaluation and targeted intervention, which requires knowing your school's referral for evaluation process.

Once teachers know what the steps for referral are, it's time to reach out to the student's family. Here are some tips to navigate conversations successfully:

Be direct about why you're reaching out, but remember that families have their own perspectives and interactions with their child that may not match what you're seeing.

Share specific concerns by describing what you're seeing, providing context, sharing examples, and explaining why this is something you'd like to explore more.

Ask for input and thoughts in an open-ended way that doesn't impose your viewpoint. That may sound like, "What are your thoughts?" or "Have you noticed anything similar at home?"

Share resources to help increase understanding of learning disabilities and developmental delays. Students who have learning disabilities tend to have signs and symptoms outside of school, too, so families may want to use an observation tracker.

Discuss clear next steps. If referral for evaluation seems like the next reasonable step, loop in the appropriate support staff to explain and walk the family through the process.

Keep the focus on finding solutions to support the student. That support can make a world of difference. Remember Max? He's now a successful teenage entrepreneur, something which he and his family credit, in part, to the support of the teachers who recognized his challenges and understood how to encourage his strengths.

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Recognizing Signs of Potential Learning Disabilities in Preschool

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Early intervention services can make a big difference for students who are at risk for learning disabilities. What should teachers look for?

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Step 3-Identify the Underlying Cause→ Is it a Language Development Need or a Possible Learning Disability?

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Step 3-Identify the Underlying Cause→ Is it a Language Development Need or a Possible Learning Disability?

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In Kindergarten, especially in an international school setting, we often have very diverse classrooms.

For example, in our class of 12 students, there are 10 different nationalities. Some students are native English speakers, while others are beginners in English learning.

Therefore, it is important to differentiate between a learning disability and a language barrier.

If a child can understand a concept well in their home language but struggles to understand it in English, it is likely a language issue.

However, if a child has difficulty communicating not only in English but also in their home language, this may indicate a learning disability.

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IRIS | Page 2: Distinguishing Between Disability and Language Difference

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Delays in social and communication development might occur when children are learning two or more languages. Because such delays can be red flags for further developmental problems in the areas of social-emotional development and cognition, early childhood educators must determine their cause: langu…

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Signs of Language Development Need (ELL)

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Signs of Language Development Need (ELL)

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The child’s mother tongue is not English.

Difficulty following directions given in English.

Limited vocabulary or difficulty expressing themselves in English.

Grammar or sentence structure errors that are typical for English language learners (ELLs).

Strong skills in reading, writing, listening, and speaking in their native language.

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Strategies to help Learning Disabilities

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Strategies to help Learning Disabilities

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Special education students, parents, and teachers all face unique challenges. Teaching students with special needs requires patience and flexible strategies. As we continue to learn and develop multiple approaches, we can improve our practice and better support individual students.

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22 Ways to Support Children with Disabilities in Inclusive Kindergarten Classrooms - Brookes Blog

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The transition from preschool to kindergarten can be a challenging one for any young child. There’s a new classroom to get used to, a new teacher with new rules, and many more academic and social expectations to navigate. When a child has a disability or special support needs, it adds another layer of complexity to […]

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Strategies to help language learning in Kindergarten

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Strategies to help language learning in Kindergarten

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In kindergarten, learning a new language focuses on developing the foundational skills of listening, speaking, reading, and writing. A play-based, interest-driven approach helps inspire curiosity and maintain motivation.

Examples of effective strategies:

1. Encourage family reading at home
– Suggest that children and parents read stories together on topics the child is interested in.

2. Use educational videos
– Age-appropriate videos can support listening comprehension and vocabulary development.

3. Incorporate digital tools
– Platforms like IXL or other interactive learning apps can provide engaging language practice.

4. Role-play and storytelling
– Use dramatic play to retell stories or create new ones. Invite children to present their stories aloud to build speaking confidence.

5. Small group activities with clear tasks
– Assign manageable, meaningful tasks in small groups to build language skills and boost self-confidence.

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Communication is the Key

Collaboration between homeroom teachers enhances the efficiency and targeted nature of support for struggling students.

Open communication with parents ensures that support strategies are clear, and helps establish aligned goals between school and home.

Engaging with the administrative team is also essential to ensure that interventions are consistent with school policies and resources.

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Effective communication is essential for building school-family partnerships. It constitutes the foundation for all other forms of family involvement in education.

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Provide timely, developmentally appropriate support to help each child learn, grow, and thrive in the kindergarten classroom.

Kindergarten marks the beginning of a child’s journey through elementary school. It is a stage where children begin to explore the big world with their small steps.

As teachers, we must observe their needs with professional insight and respond with thoughtful, individualized support to ensure every child has the opportunity to succeed.

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American Federation of Teachers. (n.d.). Building parent-teacher relationships. Reading Rockets. https://www.readingrockets.org/topics/parent-engagement/articles/building-parent-teacher-relationships

Brookes Publishing. (2018, May 29). 22 ways to support children with disabilities in inclusive kindergarten classrooms. https://blog.brookespublishing.com/22-ways-to-support-children-with-disabilities-in-inclusive-kindergarten-classrooms/

Colorín Colorado. (2020, January 9). Being an ELL is not a disability [Video]. YouTube. https://www.youtube.com/watch?v=wyjNZh2SEDo

IRIS Center. (n.d.). What should teachers consider when identifying and working with students who are DLLs? Vanderbilt University. https://iris.peabody.vanderbilt.edu/module/dll/cresource

Morin, A. (2021, February 18). Signs of potential learning disabilities in preschool. Edutopia. https://www.edutopia.org/article/recognizing-signs-potential-learning-disabilities-preschool/

University of Wisconsin–Madison. (n.d.). WIDA: Teaching multilingual learners. https://wida.wisc.edu/teach/multilingual-learners

YouTube. (n.d.). How to identify language difference vs. disability [Video]. https://www.youtube.com/watch?v=q2XlAWcMAUk

OpenAI. (2025). ChatGPT (May 29 version) [Large language model]. https://chat.openai.com/chat

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An IEP is a tool we use to decide if a student needs special education support.
IEP stands for Individualized Education Program. It is a plan designed for a student with a disability. The IEP helps the student learn better at school.

The IEP is created by a team. This team includes the teacher, the parents, special education staff, and sometimes the student. They meet together to decide what support the student needs.

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National Center for Learning Disabilities (NCLD)

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We have many tools to assess students' English language levels.
Two common tools we use are WIDA and the MAP test. These tests are not meant to label students. Instead, they help teachers understand students better and provide the right support.

1. WIDA – Assesses students’ English language development in listening, speaking, reading, and writing.

2. MAP (Measures of Academic Progress) – Measures students’ academic skills in reading and other subjects.

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Discover the value that each multilingual learner brings to the school community

Teachers of multilingual learners need to recognize their students' unique assets in order to create a learning community that develops their full potential. WIDA offers many resources to support you in understanding the strengths and needs of your multilingual learners.

The WIDA Can Do Philosophy highlights the assets that your students have developed in their homes and communities, including moving across languages, working with others, and learning about themselves and the world. When multilingual learners are encouraged to use all their ways of talking, being, and knowing to power their thinking and communicating, they engage more fully in learning and can contribute more to their classroom and school communities.

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Discover the value that each multilingual learner brings to the school communityTeachers of multilingual learners need to recognize their students' unique assets in order to create a learning community that develops their full potential. WIDA offers many resources to support you in understanding the strengths and needs of your multilingual learners.