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Start a breif survey on language (English) needs or if they have a learning disability (Parent support)

Language Proficiency Questions (Reference #1-Ask both parent & student)

1) What is the primary language used in the home, regardless of the language used by the student?

2) What language does the student most often speak?

3) What was the first language student learned?

Learning Disability Questions (Reference #2-Ask parent)

1) As a parent, do you notice the student's difficulties presenting in both the home and the new language?

2) Do you happen to see these concerns in different places, like at home, in daycare, or at school? Or do they only show up in a certain place?"

3) Has the student received the appropriate assistance for their age and development level in a regular and planned way?

4) After the support and strategies, has the student shown significant changes in their development and learning?

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What Tests Are Used to Diagnose a Learning Disability? | Dr. Vienna

IRIS | Page 2: Distinguishing Between Disability and Language Difference

VI-Language-Differences-VS-Disability.pdf

Math Learning Disabilities | LD OnLine

ESL Students Challenges: Overcoming Language Obstacles - Bay Atlantic University - Washington, D.C.

image: 7,700개 이상의 Kids Struggling 스톡 사진, 그림 및 Royalty-Free 이미지 - iStock

10 Fun ESL Games and Activities for Teaching Kids English Abroad | Go Overseas

https://youtu.be/cLKBx1UEYbk

Cultivating Safe Spaces for ESL Learners

11 Essential Strategies for Teaching English Language Learners [For Any Teacher] – University of San Diego - Professional & Continuing Education

Home | U.S. Department of Education

15 Easy Speech Therapy Exercises Parents Can Use at Home

How To Tell If Your Child Is Dyslexic - 9 Surprising Clues

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A Short Level Test to support students' language (English) needs 

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A Short Level Test to support students' language (English) needs 

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An Evaluation for Language Level Test: Test on student's level of English on Reading & Sentence Understanding, Vocabulary, Writing, and Speaking, and math test.

1) Reading & Sentence Understanding, and Vocabulary

-Test for 30 minutes on students' grade level by offering the reading text with multiple question that can interpret on his/her level of English on understanding of reading and vocabulary. Depending on which grade level (ex. grade 1,2, or 3, etc), students able or unable to comprehend the right level of reading, solve questions, and figure out the defintion, synomyn, antonmyn, hidden meanings, etc., of the vocabularies.

2) Writing

- Give 30-minutes to write a short essay about given topic. The topics may vary depending on the level of grade. For grade 1-2, the a picture can be an example to write about, for upper-level, students

3) Speaking & Listening

- A small talk with students asking about the students for 10-15 minutes. For deeper-understnainding of his/her speaking and listening level, there would be given sentences to talk about. Depending on the grade level, students given tasks can be complex or dense.

4) Math: Test 30 minutes on math concepts to see understanding unfamiliar math vocabulary or recognize the math numbers, quantity, math itself. To figure out whether student know math itself, or simply struggling on math problem in words.

-----> Overall, this short-level test is to get an idea of where student's english level in this four sections: reading, writing, speaking, writing, and math. It's going to understand where is student's level of reading comprehension, understanding of vocabularlies, able to write in English and whether able to speak in English on grade level. Doing math will give idea of whether student can do math itself, or if it is language (English) need help. Likewise, depending on the level of test, student will be need extra help, like taking ESL.

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An Evaluations for Learning Disability Support 

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An Evaluations for Learning Disability Support 

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Assessment for Learning Disability Support

-An initial test given by the survey, lanaguage level test can also given to rule out the laguage barrier or if it learning disability. For instance, struggles with reading can comprehenend students' difficulty on recalling details, spelling issues, guessing words or decoding them, or having writing issues on missing words, disorganized sentences. They may also have misudnerstanding spoken questions or challenges on following the insturctions, etc, which can give hint on the student might need extra help as disability learners in the class.

-Math level test to check out difficulty with numbers, problem-solving, or logical reasoning. Simply struggling with numbers, make errors, basic calculations, which might indicate on disability, and not just language need and need special help in the class.

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Once the survey has gone through, depending on the student's language needs or disability, a short assessment will be held to check their needs for appropriate classes.

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Understanding materials & Language Need: limited vocabulary, difficulty to express themselves, language skills reflecting on listening, writing, speaking, and reading in lack of English for language need.

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Misinterpreting complex instructions and directions or written texts or passages.

Finding the right words or frequent misspelling the alphabets. OR writing clearly the paragraphs or essay.

Reading smoothly and fluently can be challenge.

Lower grades on academic GPA.

Math: cannot solve math itself, like simple questions like adding numbers, involving just numbers.

----> Overall, these indication shows that studetns are struggling learning disability for sure, and may further action need to be taken.

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Based on the survey and language level tests, we, as teachers, can confirm that students can face struggles in the class. There will be challenges that students will face from learning or using English as a second language in every subject, and they will need extra language support, such as in ESL classes. The struggles and difficulties they face in the class and language needs. We will further discuss on further assistance on this matter.

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Struggles in Emotional and Behavioral Needs

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Struggles in Emotional and Behavioral Needs

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Students can be discouraged while learning English as second language, lack of confidence, and drop their self-esteem on new language they learn in their abilities.

Can cause stress and lead to screaming, running around, disengaged into classroom activities and learnings, and drop down their motivation to learn English or other subjects.

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For language need support, student suggested to take ESL class for English as second language learners.

-Use audio materials, visual aids to follow up the vocabulary, and de-code the sound by listening and repeating.

-Engage the students to become active learners, like playing words games, role-playing, storytelling, work as pairs with classmates, group and work colloboratively on given topics while awaring students' cultural, religion background, peer editing on writings to learn from peers, starting with short pargraphs to build up to longers pargraphs, writing daily journals, repeat the mistakes or assignments to practice their mistakes,etc.

EX) Pictionary - test on students whether they remember vocabulary they learned by drawing on board (refer to Vedio above).

-Go on turn and present what they have discussed, learned (like reading the vocabualry), and encourage student to answer or ask question to make sure they got the point and think by themselves.

-Speak slowly and patiently, and allow students to respond with extra time (5-7 minutes).

Behaviorol/Emotional with communication:

-Create a comfortable and safe enviornment

1. Digital Platform: Using AI tools for giving feedbacks, can repeat without judgment and explore mistakes from them, practicing alone can create to increase self-esteem,boost confidence, less stressful for raising abilities such as, their vocabulary, intonation, and pronunciation at the same time.

2. Create a enviornment where mistakes are okay. Students can learn from mistakes, and assure students can learn from mistakes they make.

3. Respect moments of silence.

-Ongoing support and patience where students becoming silent and being pressured to speak English as second language. Be patient and wait, and let them know again that making mistakes are okay, and it is part of learning process.

Overall, this will create a safe environment to be less stressful using English and able to overcome the language (English need) with structured settings like playing games, role-playing, encouraging discussion or talking their thoughts without being embarassed, and letting them to practice to speak out their opinions or present can create comfortable environemnt to learn and communicate in English without pressure.

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Obstacles on expressing themeselves, language barriers on involving classroom activities or participations, prnounication on English, conveying their ideas clearly into English can be another struggle from using English as second language.

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After the survey, short assessment, and language test, teachers might get some idea of whether students have a certain learning disability or not. With this idea, these students can face the following struggles in class (which can be evaluated for further need for learning disability students), and there would be some actions that need to be taken for these students.

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Get school support or special care from the school, and discuss what further actions the student needs to take for help in the class.

We need extra time for students to solve questions, participate in class discussions, or complete school work and assignments.

Allow typing if handwriting is difficult.

Start from small to big to build up the sentences to paragraphs.

Slowly, repeatedly give the instruction and make it simple and concise where students can learn and follow the instruction easily.

Use visual aids and graphic organizers for students for students to interpret the questions and answers or class discussion visually for those who have reading problems.

Get parents supports

-- Use simple English, correct grammar, or provide positive conversation, make it concise with repetition, etc.

-Create an environment where their child can learn and adapt in comfortable settings.

-Parents can further do an evaluation on achievement tests, like -the Achievement Test, which offers "an in-depth assessment of important academic skills such as reading, math, and written and oral language" (Reference #3).

EX) Woodcock-Johnson Tests of Achievement (WJ), Wechsler Individual Achievement Test, Fourth Edition (WIAT-4), and Kaufman Test of Educational Achievement, Third Edition (KTEA-3).

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Reading fluently is challenge. (Reading comprehension).

Difficulty sounds out or de-coding the words.

Sometimes understanding the lectures can be challenge.

Spelling neately, rhyming words, sequencing letters, or writing accurately.