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Is the child struggling to learn?

Does this appear to be:

1. Cognitive functioning, such as learning, problem solving and judgement or

2. Adaptive functioning, activities of daily life such as communication skills and social participation.

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Learn about intellectual disability, including symptoms, risk factors, treatment options and answers to common questions.

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Is this a learning disability or a language difference?

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Are the difficulties present in both the child’s native language and second language?

Are the difficulties present at school, home and other settings?

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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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English as a Second Language (ESL) will help students who grew up speaking a different native language with reading, writing and speaking.

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Download FREE teacher-made resources covering 'ESL'

There are so many people around the world who learn English that it is estimated that for every person who speaks English as a first language, there are five people learning it as a second language. This is where ESL comes in - but what is ESL, and what does ESL stand for?
ESL stands for English as a Second Language, and refers to non-native speakers of English in countries where English might be less common. It means people who learn English as a secondary language to their own.
Students all over the world study English as a Second Language, from Japan to Spain. Teachers from English speaking countries such as the UK, the USA and Australia often travel abroad to teach English. Countries such as Vietnam, Spain, China, South Korea, Japan, and the UAE are popular locations for ESL teachers.

ESL is taught as a subject in many schools with students who have a different native language. ESL teachers will help students with speaking, reading, writing and listening.

ESL teachers can be 'native language speakers', who often move abroad to teach English, or they can be local teachers who are fluent in English. In many countries, ESL is a public school subject in many countries, but is commonly taught in private institutions, international schools, after school academies, by private tutors, through online learning platforms.

In practice, ESL education can happen in many different settings. Some students learn English talking to friends, playing video games, or even on the radio.

Why do students study ESL?

Learning a second language is never a bad idea. English is pretty widely spoken, with around 20% of the world speaking it, so if you're visiting England, the United States of America or Australia, or actually anywhere, it will come in handy.

As some of these English-speaking countries are so influential on media and the way things are done, it's a pretty good language to learn. Not only is it useful for holidays and watching movies, learning English can open up a whole host of opportunities for students' lives.

Learning ESL English as a second language can open up work opportunities all around the world. It's seen as "the language of business", so knowing English is really important for working internationally. Lots of international companies will expect people to be fluent in English in order to work there.

How is ESL taught in the classroom?

ESL is taught as a language subject with the aim of encouraging students to be able to communicate with people from all around the world. Students will be able to express themselves in English and speak and write in this second language.

ESL classes will focus on vocabulary and grammar in both the spoken and written forms, as well as pronunciation and intonation.

In modern-day classrooms, there is more emphasis on 'real-life' language and the kinds of phrases we use in different situations, from meeting friends to writing a formal letter.

ESL students can learn in a variety of ways; whether through discussion of current events or by increasing their vocabulary in topics that interest them, such as animals, food or the human body.

ESL lesson plan examples

ESL lesson plans can sometimes be tricky to put together, but it's always important to be prepared! Here's a quick, general ESL lesson plan example:

Decide on the objectives for your lesson plan -What is your focus going to be? You might decide on a theme for your lesson - Weather, for example - to give context to a more general lesson on vocabulary, grammar, speaking, etc. Or your focus might be on a particular aspect of English, like spelling. What's important is that you have a clear focal point around which to plan your ESL lesson.

Outline your plan - It's time to start producing your plan. Think about timings, what you want to cover in your lesson and how long each part will take. You might outline a lesson plan focused on reading a short passage like so:
Waiting for students to arrive and for the class to settle down - 1 minute Welcome/review of previous week - 5 minutes Hand out materials - 1 minute Allow time for class to read the passage (read as a group if this is too difficult for them) - 5 minutes Introduce vocabulary needed to understand the passage - 5 minutes Individual practice of the vocabulary on worksheets - 3 minutes Reviewing answers - 2 minutes Completing reading comprehension activity - 20 minutes Wrap up the class by reviewing new vocabulary - 2 minutes
Remember that things will never go as smoothly as you plan them to. Expect the unexpected and be flexible!

Choose your materials - No good lesson plan is complete without a list of what you'll need on the day. Worksheets, activities, PowerPoints and games are all the skeleton around which your lesson is formed. It can be helpful to consider the age and ability of your learners. Are they a rowdy bunch who might benefit from some free-form quizzes that involve the whole class? Or will you need some conversation starters to get some of them out of their shells? You should also consider visual aids, such as display posters and PowerPoints.

Finalise your plan - The time has come. You have your ESL lesson plan in hand, and you're ready for anything. Before you charge into that classroom, however, it can be a good idea to consult your fellow ESL teachers for some last-minute advice. Ask them how they put together their lesson plans - they might even have some examples you could use in the future. Most importantly, always remember that you're learning right alongside your students. Each lesson plan you make will be better than the last, so keep it up!

If you're looking for more ESL lesson plan examples, have a look at one of our templates, or check out our ESL Lesson Plans Category for more.

How to create an ESL large class lesson plan

Classes of 20 or more students can be daunting as an ESL or TEFL teacher. Especially if you're new to teaching English as a foreign or second language, knowing how to properly engage this large number of students can be a real challenge. Thinking of games and activities to engage this many students might feel challenging. Yet, there are a number of ways to create an ESL large class lesson plan.

Use a PowerPoint - using a PowerPoint means you can show material to the whole class easily, no matter what size they are.

Use whiteboards - sometimes monitoring students' progress in a large class can be hard, but if you use whiteboards, you can see who understands. Ask the whole class a series of questions and get them to write down their answers. Anyone who seems to be struggling, you can make a note of to spend a little extra time with.

Use videos - videos are fun for classes of any size but with a large class, it is such an easy and fun way to engage your students.

Put your students into groups - students often learn best from each other. When you have a large class, splitting them into smaller groups makes getting around all your students much easier. You can choose a couple of groups to feedback on a task, or one student from each group

At what age are students taught ESL?

Teaching English as a Second Language can begin at any age; from preschool or the Early Years Foundation Stage (age 3 - 5), continuing through all stages of education, including university, to those who may begin learning after retirement.

ESL students can have abilities ranging from beginner to proficient.

How can I test ESL students' ability?

The Common European Framework of Reference (CEFR) for languages is a way of measuring students' ability. There are 6 levels:

A1 (Basic) - can understand basic phrases, slow speech and simple texts

A2 (Elementary) - can understand basic personal, family and job-related language

B1 (Intermediate) - can understand main points on common topics, clear speech and some factual texts

B2 (Upper Intermediate) - can understand standard spoken language and the main ideas of a complex text

C1 (Advanced) - can understand longer speech and details in complex texts

C2 (Proficient) - can understand all spoken language at a fast pace and most things heard or written

Try these great resources for Level A1, Level A2 and Level B1 ESL students.

Many ESL students take international exams in order to prove their language ability. Some of the most popular exams include:

Cambridge Main Suite of Exams

Key English Test (KET) - for Level A2 Elementary

Preliminary English Test (PET) - for Level B1 Intermediate

First Certificate in English (FCE) - for Level B2 Upper-Intermediate

Certificate in Advanced English (CAE) - for Level C1 Advanced

Certificate of Proficiency in English (CPE) - for Level C2 Proficient

There is also the International English Language Testing System (IELTS) and the Test of English as a Foreign Language (TOEFL) examinations.

There are many other exams that test ESL students' ability. Some are used by certain countries to enable people from around the world to come and work or study there.

What's the difference between ESL, EFL and EAL?

While ESL stands for English as a Language, this is often used interchangeably with EFL which stands for English as a Language. ESL refers to students who are learning English as a second language, after their own native language whereas EFL refers to students who are learning English in a country that does not have English as a first language.

EAL stands for English as an Additional Language. It's usually used to describe English being taught to a non-native speaker in a country where English is the first language.

The difference between ESL and EFL, EAL is that usually ESL students will be taught English only in their ESL lessons, whereas an EAL student will be hearing and will need to use English across all subjects. This means that ESL and EFL students will have less exposure to English in their day to day lives, which can make it more difficult to practice and pick up new words and expressions.

What ESL resources can I use?

Twinkl has many resources designed specifically for ESL teachers and students. You could try some of these great resources:

For more resources, ideas and tips take a look at our Twinkl ESL Home Page.You can also join our community of over 14 thousand ESL teachers on facebook.

For teachers who predominantly provide online classes, you might also be interested in our list of 21 Online ESL Games. Here you'll find lots of ideas about how you can put together fun and engaging classes, even if you're not in the same room as your students.

You can also watch this informative video for helpful ideas on teaching ESL and how Twinkl is here to help ESL teachers and students:

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What does ESL stand for? ESL Meaning - Twinkl Teaching Wiki

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Find out what ESL means, and how to teach ESL in the classroom with this informative teaching wiki. It includes resource suggestions to help you teach ESL.

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Does the child belong to one or more of the 13 different disability categories as defined by the Individuals with Disabilities Education Act (IDEA)?

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13 Categories of Disability Under IDEA Law - B.I.G. Solutions, LLC

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13 Categories of Disability Under IDEA Law: There are 13 different disability categories as defined by the Individuals with Disabilities Education Act (IDEA), under which 3- through 22-years-olds may be eligible for services. In order to qualify for special education, the IEP Team must determine tha…

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Make contact with the parent as early as possible to establish trust and communication. Relay concerns with the parent concerning the child’s learning challenges. Collect data on whether the child has a language difference or may exhibit a learning disability.

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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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If language difference is not the cause of the learning challenge, screening and evaluation are performed to determine if there is a developmental 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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If the screening indicates a disability, determine if the child is eligible for special education services.

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When is a child's eligibility for special education and related services determined?

In most states the eligibility of a child for special education and related services is considered when a child has arrived at the Tier 3 level of RTI (Response to Intervention). When a child has been in Tier 2 for a pre-determined amount of time and an evaluation is given, then a meeting is called to determine eligibility for special education services. Who makes the decision about whether a child is eligible for special education and related services?

The parent of the child and a team of qualified professionals must determine whether the child is a child with a disability and in need of special education and related services.

(The determination of whether a child suspected of having a specific learning disability is a child with a disability, must be made by the child's parents and a team of qualified professionals which must include the child's regular teacher; or a regular classroom teacher qualified to teach a child of his or her age if the child does not have a regular teacher; or, for a child of less than school age, an individual qualified by the SEA to teach a child of his or her age; and at least one person qualified to conduct individual diagnostic examinations of children, such as a school psychologist, speech-language pathologist, or remedial reading teacher.)

What must the team consider in determining eligibility?

In interpreting evaluation data for the purpose of determining if a child is a child with a disability and in need of special education, each public agency is to draw upon information from a variety of sources, including aptitude and achievement tests (but not restricted to these results), parent input, teacher recommendations, physical condition, social or cultural background, and adaptive behavior.

Are there additional procedures for evaluating children and determining the existence of a specific learning disability?

Yes. IDEA includes the following additional procedures when evaluating and determining the existence of a specific learning disability:

1. A team may determine that a child has a specific learning disability if:

The child does not achieve commensurate with his or her age and ability levels in one or more of the areas listed below, if provided with learning experiences appropriate for the child's age and ability levels; and

The child has a severe discrepancy between achievement and intellectual ability in one or more of the following areas: Oral expression; listening comprehension; written expression; basic reading skill; reading comprehension; mathematics calculation; mathematics reasoning, and/or a presented portfolio, and/or teacher reports on daily work which shows academic performance is not in an acceptable range and the learning processing disability can be seen or it was stated.

2. The team may not identify a child as having a specific learning disability if the severe discrepancy between ability and achievement is primarily the result of:

A visual, hearing, or motor impairment;

intellectual disabilities;

Emotional disturbance; or

Environmental, cultural or economic disadvantage.

3. Observation:

At least one team member other than the child's regular teacher shall observe the child's academic performance in the regular classroom setting.

In the case of a child of less than school age or out of school, a team member shall observe the child in an environment appropriate for a child of that age.

4. Written report For a child suspected of having a specific learning disability, the documentation of the team's determination of eligibility must include a statement of:

Whether the child has a specific learning disability.

The basis for making the determination.

The relevant behavior noted during the observation of the child.

The relationship of that behavior to the child's academic functioning.

The educationally relevant medical findings, if any.

Whether there is a severe discrepancy between achievement and ability that is not correctable without special education and related services.

The determination of the team concerning the effects of environmental, cultural, or economic disadvantage.

Each team member shall certify in writing whether the report reflects his or her conclusion. If it does not reflect his or her conclusion, the team member must submit a separate statement presenting his or her conclusions.

What are the two components that must be present in order for a child to be eligible for special education and related services?

In order for a child to be declared eligible for special education and related services it must be determined that the child is a "child with a disability" and is in need of special education and related services.

How does the law define a "child with a disability?"

The term "a child with a disability" means:

A child evaluated according to IDEA as having intellectual disabilities, a hearing impairment including deafness, a speech or language impairment, a visual impairment including blindness, serious emotional disturbance (referred to in IDEA as emotional disturbance), an orthopedic impairment, autism, traumatic brain injury, another health impairment, a specific learning disability, deaf-blindness, or multiple disabilities, and

Who, by reason thereof, needs special education and related services.

Is there a non-categorical designation of a child with a disability in addition to the above categories?

At the discretion of the State and Local Education Agencies, a "child with a disability," aged three through nine, may include a child who is experiencing developmental delays, as defined by the State and as measured by appropriate diagnostic instruments and procedures, in one or more of the following areas: physical development, cognitive development, communication development, social or emotional development, or adaptive development, and who, by reason thereof, needs special education and related services.

What does IDEA require when determining eligibility for special education and related services based on "developmental delay?"

When determining eligibility for special education and related services based on "developmental delay" rather than a specific category, IDEA requires the following:

If the state decides to allow eligibility based on developmental delay, local districts will be able to choose whether or not they wish to follow suit. If the state does not adopt the developmental delay category, local districts may not use the category for establishing eligibility for special education and related services.

States may not require local districts to adopt and use the term "developmental delay" for any of its students.

States that adopt the developmental delay category may apply it to children aged three through nine or a subset of that age range, e.g. aged three through five

States and local districts who choose to use the developmental delay category may also use one or more of the specific categories.

States may adopt a common definition of developmental delay for its programs under IDEA, Parts B and C.

If a local district uses the developmental delay category, it must conform to the state's definition of developmental delay and the age range adopted by the state.

What are possible implications for students with learning disabilities when they are identified as having a developmental delay?

The use of a "developmental delay" category to determine whether a child is eligible for special education and related services could make it possible to identify some children early before they experience failure in school and fall behind their peers. Many children with learning disabilities show delays in one or more of the areas specified. There is, however, some concern that children with learning disabilities will be included in the "developmental delay" category without identifying the specific processing disorder/s present and, thus the specific intervention strategies needed will not be provided. Parents should ensure that:

Assessment tools and strategies used gather relevant functional and developmental information.

Tests and other evaluation materials used include those tailored to assess specific areas of educational need.

Assessment tools and strategies provide relevant information that directly assists persons in determining the education needs of the child.

Since States and Local Education Agencies are not mandated to follow a certain course, but can make a choice regarding whether to use "developmental delay" for children aged three to nine, parents need to determine the eligibility criteria used by their State and Local Education Agencies. Contact special education administrators at the State Department of Education or the local school district for this information.

Are there other non-categorical designations?

Some states have expanded the non-categorical age past the "developmental delay" age span (3 through 9 years) to include students birth through twenty-one years of age. If states use a designation instead of categorical disabilities, certain guidelines must be followed. While the state determines the criteria for eligibility, the team must provide a comprehensive evaluation of the child that could determine a disability as defined by IDEA.

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Eligibility: Determining Whether a Child is Eligible for Special Education Services

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In most states the eligibility of a child for special education and related services is considered when a child has arrived at the Tier 3 level of RTI (Response to Intervention). When a child has been in Tier 2 for a pre-determined amount of time and an evaluation is given, then a meeting is called to determine eligibility for special education services.

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Meet with parents to develop an Individualized Education Program (IEP) or 504 plan to provide accommodations or necessary interventions

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National Center for Learning Disabilities

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Welcome to our educational exploration! In a previous post , we discussed some of the ins and outs relating to SLDs, IEPs, and IDEA, and many of you wondered about the often-overlooked hero: Section 504 and its trusty sidekick, "504 plans." This piece breaks down the similarities and differences between a 504 plan and an IEP.

Let's connect each of these documents to the federal law

Individualized Education Program (IEP) → Individuals with Disabilities Education Act (IDEA). Most legal protections are clearly defined in the law's (the actual written law).

504 Plan → Section 504 of the Rehabilitation Act. The Rehabilitation Act's regulations (standards adopted by administrative agencies that govern enforcement) dictate 504 plans. In fact, the U.S. Department of Education is currently working to update Section 504's regulations . When those are developed and finalized as a "final rule," there may be changes to how the law is implemented.

It's also important to remember that Section 504 applies to more than just K-12 schools. It's an important civil rights law that protects people with disabilities from discrimination in programs or activities that receive federal funding, like public schools, but also most colleges and universities, and many other programs and settings.
Key Similarities

Free Appropriate Public Education

504 plans and IEPs require the school district to provide students with a free appropriate public education (FAPE). An IEP and a 504 plan contain individualized information about the accommodations and related services the student receives to ensure they receive FAPE.

An evaluation process requires procedures to ensure students are not misidentified. School districts use the same process to evaluate students under Section 504 and IDEA. Suppose districts choose to adopt a separate process for evaluating the needs of students under Section 504, which might result in the student receiving a 504 plan. In that case, they must follow the requirements for evaluation specified in the regulations of Section 504.

Both IEPs and 504 plans are legally binding documents that must be followed. Both IDEA and Section 504's regulations for Preschool, Elementary, and Secondary education have "procedural safeguards," which are specific rights and procedures that enable families to participate and ensure their child is receiving FAPE, such as the right for the parent/guardian to examine relevant records and due process rights for resolving disputes. Compliance with the procedural safeguards of IDEA is "one means of meeting the procedural safeguards" requirement in Section 504.

To have an IEP, a student must be found eligible by having one of the 13 disability categories in IDEA require special education or related services to make progress in school. A student can be considered disabled and may receive the protections of Section 504 and classroom accommodations, even if they do not qualify for special education under IDEA (in these instances, the student usually receives a 504 plan). Section 504 has a broader definition of disability than IDEA, and is why a student who does not qualify for an IEP may receive a 504 plan.

Recognizing that the provision of special education and related services as outlined in the IEP can be costly, the federal government provides funding for state grants for IDEA. The average per pupil expenditure is estimated at approximately $17,000 (source: USED), and the federal government contributes about 12% of that.

Unlike IDEA, Section 504 provides financial support to school systems. Students with an IEP are counted in the overall IDEA child count at the federal level, which is used for funding formulas, but students with 504 plans are not included in that count.

While both IEPs and 504 plans are individualized for the student's specific needs, they differ in what they provide for the student in school. A 504 plan is focused on ensuring that the student receives the necessary accommodations to access the general education curriculum and remove barriers, such as testing accommodations or a classroom accommodation like preferential seating. An IEP will likely include accommodations but may also include modifications that modify the general education curriculum. A student with an IEP may also have specific interventions (i.e., a reading intervention) or services provided (i.e., speech-language pathology).

In general, IEPs are more robust than 504 plans. They are updated more regularly with specific and measurable annual goals and require the expertise of a certified special education teacher or "IEP case manager" to lead the IEP team in developing IEP goals and reviewing progress. Schools or districts might have a "504 coordinator" who develops and oversees 504 plans, but it also could be a school counselor, another teacher, or even an administrator developing and overseeing.

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IEPs vs. 504 Plans - National Center for Learning Disabilities

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Welcome to our educational exploration! In a previous post, we discussed some of the ins and outs relating to SLDs, IEPs, and IDEA, and many of you wondered about the often-overlooked hero: Section 504 and its trusty sidekick, "504 plans." This piece breaks down the similarities and differences between a 504 plan and an IEP....