# data[].attributes.body
No explicit teaching

Not enough time given for practice,

Lack of modelling

Use of Technology-books on audio, talk-to-text, text-to-talk, raz kids is absent

# data[].attributes.body
They have not been given proper support and/or access to much needed resources

# data[].attributes.headline
How and Why ELLs may be deemed as students with a learning disability.

# data[].attributes.subject
How and Why ELLs may be deemed as students with a learning disability.

# data[].attributes.body
They may not feel comfortable and/or emotionally supported, therefore the accommodations may be ineffective

# data[].attributes.body
They have never been given a dual-language assessment to truly understand their needs

# data[].attributes.body
When the ELLs arrive in your classroom, they may not perform well on the initial assessment.  They may be able to have conversations in English, but they do not have enough English literacy skills required to understand written, academic questions.

# data[].attributes.headline
The Teaching Strategies you have been using through the tiered approach for ELLs, might be similar to the ones you would use for students with a LD.

# data[].attributes.subject
The Teaching Strategies you have been using through the tiered approach for ELLs, might be similar to the ones you would use for students with a LD.

# data[].attributes.body
Examples:

Instructional Strategy-the use of dictionaries

Environmental-referential seating, so that the student is close to assistive devices.

Assessment-allow extra time, chunking assignments into small parts

These are all strategies you might use with many students inside the classroom.

# data[].attributes.body
ELLs and Students with LDs may both be failing to meet the regular outcomes