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Step 1 Assessment : Written, Verbal, and Clinical

Being able to identify struggling learners early is crucial, as it allows you to provide necessary support and interventions.

Lack of Participation

Poor Test Scores : below class average

Incomplete Classwork

Change in Behavior : frustrated, lack of motivation

Difficulties following instruction/direction

Loud and distraction

Becomes withdrawn from peers or class activities

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Responsibility for learning depends on both parties - teacher and learner!

Motivating students to learn is the most important in learning.

Encouraging students to find someone who can keep them accountable.

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Differentiate between a Language Need and a Learning Disability

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Differentiate between a Language Need and a Learning Disability

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Step 2 : Communicate with Parents and Families

Contact parents to express concerns and gather more information about factors that may be impacting the student's performance, like learning disabilities, attention issues, or problems at home. If symptoms are minor, approach parents during the event such as "Meet the Teacher Night" which the teacher updates on the progress of individual privately might be an option.

Then, suggest different approaches and methods for a language need learner and a learning disability learner. As what the video shows in step 3, parents with learning disabilities need more support such as medical counseling or devices.

Both parents need to be proactive and look for interventions which are suitable for their kid.

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Step 3 : Providing Support for Struggling Learners

"Learning is an acquired skills. We can teach learners how to learn." (Seaman, J. Creighton University Health Sciences, April 2022)

It is essential to provide support tailored to the student's needs. Here are some effective support strategies:

Make learning more tangible and visualized: draw a diagram, timeline, make a check list, etc

Expose more hands-on experiences and practical teaching methods

One-on-one tutoring to give individualized attention to help fill knowledge gaps

Reading short sentences daily and make connection between various ideas and topics

Generating progress report to assess ongoing progress and supports according

Creating communication channels to connect with students and parents about performance issues

"The most effective learning strategies are not intuitive. Re-reading text and cramming are the least productive." (Seaman, J. Creighton University Health Sciences, April 2022)

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Why parents with learning disabilities need more support

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Evaluate Progress Regularly and Give Feedback

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Evaluate Progress Regularly and Give Feedback

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Step 5: Continuously evaluate student progress at regular intervals of 2-3 weeks and communicate with parents about the progress

Give quick quizzes

Have student summarize lessons

Consistent communication and collaboration between teachers, parents and the students themselves is key to ensuring struggling learners to get the help they required to reach their full potential.

"SLOW AND STEADY WINS THE RACE." (Aesop's Fables)

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Steps 4: Recommend Healthy Daily Habits to Strengthen Memory

Sleep enough approximately 7-8 hours every night

Use mental sticky notes :

Do VS Don't want the information: when you listen or read simply take a few mins to identify information you do want to remember or don't want in the brain as an action of taking mental notes

Tag the information to remember by highlighting texts

In essence, "the study shows that memory is a dynamic process, and sleep plays a critical role in keeping our brains ready to learn and store new information every day." (Knowridge, Sept 3, 2024 How sleep helps your brain make room for new memories)

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Improving Your Memory In Language Learning: An Amazingly Simple & Effective Technique

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Potential Difficulties Related to Language Learning or to Special Education Needs

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Potential Difficulties Related to Language Learning or to Special Education Needs

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Reference: Else Hamayan, Barbara MArler, Cristina Sanchez-Lopez, and Jack Damico Special Education Considerations for English Language Learners : Delivering a Continuum of Services. Caslon Publishing, 2007 p40

There are different possible explanation on the same observable behavior between language learning and special education as follows:

Adds or deletes words

Language learning: may not yet know the word or requires more rehearsal

Special education: has memory/oral language processing difficulties

Is easily distracted

Language learning: doesn't understand; is overloaded with new information; requires more visual/concrete support

Special education: has an auditory processing difficulty or ADHD

Has trouble following directions

Language learning: doesn't know the vocabulary in the instructions

Special education: has sequencing or memory difficulties

Avoids writing

Language learning: lacks confidence or is not comfortable with multiple drafts of work before the final version

Special education: has fine motor difficulties and limited expressive language

Can't retell a story in sequence or summarize a plot

Language learning: is unfamiliar with too much of the vocabulary of the story

Special education: has organization or processing problems