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A student may not perform well on a standardized test despite understanding it outside of that context.

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Students may have a learning disability that is not visibly seen, causing teachers to not consider that they may need specialized support.

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Students who are able to display their knowledge of a subject in their native language, but not in English

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students who struggle with picking up certain concepts might just be slower learners and need more practice/more time

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teachers are spread thin and don't have time to give each student proper or individualized evaluation

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Standard assessments for reading proficiency

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people may see disorganized as a trait that any student may have, but students who are disorganized due to a disability might need more attention so they don't fall through the cracks

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Students that can hide their struggles in a classroom

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only completing one assessment --> students having a bad testing day and aren't able to access their full expanse of knowledge

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misinterpreting shyness as a lack of ability

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Teachers may not be making an effort to communicate with students who are more quiet in class

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Poor observation by school staff (lack of training)

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students who have a strong general vocabulary but not a strong academic vocabulary may be misinterpreted as proficient when they need academic support

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teachers give more space/attention to "louder" students which mean shy students can be overlooked or ignored especially if there is only one teacher in the classroom

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Not distinguishing what is a comprehension versus a reading (ie. phonics) stuggle

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students who struggle with writing

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Content that doesn't tap into the individual student's experience. e.g., Lack of knowledge about American pop culture for immigrant students on assignments is misconstrued

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Only offering one type of exam rather than looking at the whole child and all of their knowledge.

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In large classes students can blend in and not get the support they need

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Students who are shy to speak up in either language may be misinterpreted as not comprehending content

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language learners underperform on assessments due to the set up of exams/language barrier

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neurodivergence/mental disabilities being overlooked --> only observing physical disabilities as needing special education

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thinking that their struggle to advance comes from under-achievement or because of the language not being their first

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These two concepts seem to be framed exclusive from each other so, your student is either an EL OR has a disability

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Large class sizes may not allow teachers to identify where their students need more support.

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Students who are not speaking English in classrooms

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Shy/quiet students may mask their struggles better.

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struggling with expressing their thoughts/responses in english

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Only allowing students respond to questions in English for example, therefore what is just a need for more vocabulary is misidentified as an inability to comprehend.

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language barrier being misconstrued as lack of comprehension