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Is it language or other disability?

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1. Gather Language Background Information

Before monitoring, collect detailed information about the student’s language use at home and in school.

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2. Use Structured Observation in the Classroom

Observe how the student uses and understands language in natural settings over time.

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3. Monitor Progress with Targeted Interventions

Implement evidence-based language support strategies and observe the student’s response.

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4. Compare Performance Across Languages (if bilingual)

Check for similar language difficulties in both the student’s native language and English.

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5. Consult Speech-Language Pathologists (SLPs)

If concerns persist, refer the student to an SLP for formal language evaluation.

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IRIS Center. (n.d.). Distinguishing between disability and language difference. Vanderbilt University. https://iris.peabody.vanderbilt.edu/module/dll/

American Speech-Language-Hearing Association (ASHA). (n.d.). Language-based learning disabilities. https://www.asha.org

Orosco, M. J., & O’Connor, R. (2014). Culturally and linguistically responsive RTI models. Intervention in School and Clinic, 50(3), 150–156.

Paradis, J., Genesee, F., & Crago, M. B. (2011). Dual language development and disorders: A handbook on bilingualism and second language learning (2nd ed.).

ASHA. (n.d.). Roles and responsibilities of SLPs with respect to students who are English language learners. https://www.asha.org/policy/

National Center for Learning Disabilities (NCLD). (n.d.). What is a learning disability? https://www.ncld.org

Edutopia. (2021). Recognizing signs of potential learning disabilities in preschool. https://www.edutopia.org/article/recognizing-signs-potential-learning-disabilities-preschool/

Fuchs, D., & Fuchs, L. S. (2006). Introduction to response to intervention: What, why, and how valid is it? Reading Research Quarterly, 41(1), 93–99. https://doi.org/10.1598/RRQ.41.1.4
RTI Action Network. (n.d.). Essential components of RTI. https://rti4success.org

Fletcher, J. M., Lyon, G. R., Fuchs, L. S., & Barnes, M. A. (2007). Learning disabilities: From identification to intervention. Guilford Press.

U.S. Department of Education. (2006). IDEA regulations for identifying specific learning disabilities. https://sites.ed.gov/idea/

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Offer after school one on one lesson.

Give parents books and resources to use at home.

Keep giving the student new words and vocabulary and praise them for trying whether correct or not.

Never discourage their learning.

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1. Gather Academic Performance Data

Begin with a review of the student’s academic history and classroom performance.

Problems that persist over time, not due to lack of effort or instruction.

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2. Conduct Systematic Classroom Observations

Observe the student across different subjects and settings.

Trouble following instructions.

Inconsistent memory or attention.

Avoidance of academic tasks.

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3. Implement and Monitor Tiered Interventions (RTI/MTSS)

Use a structured intervention process to provide support and track progress.

Tiers:

Tier 1: Universal, high-quality classroom instruction.

Tier 2: Small group, targeted interventions.

Tier 3: Intensive, individualized support.

Look For: Lack of significant progress in Tiers 2 and 3.

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4. Document Patterns of Strengths and Weaknesses

Identify specific skill areas that are consistently weak despite intervention.

Look For:

Difficulties in phonological processing, reading fluency, or math reasoning.

Variability in academic performance not explained by instruction.

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5. Refer for a Formal Special Education Evaluation

If evidence shows persistent difficulties and limited response to intervention, initiate a special education referral.

Evaluation May Include:

Psychoeducational testing.

Cognitive assessments (e.g., WISC-V).

Achievement tests (e.g., WIAT-III, Woodcock-Johnson).

Must Include: Parent/guardian consent and team collaboration.

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1. Monitor the student for the aforementioned problems.

2. Call in a specialist to watch over the class for a day (Himawari Special Encouragement Center https://www.city.sanda.lg.jp/soshiki/edu/tokushi/himawari/index.html)

3. Use the thoughts and plans from Himawari and check up in a month or two.

4. If the problem persists, have a one on one with the parent/guardian of the student.

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ひまわり特別支援学校|三田市ホームページ

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三田市立ひまわり特別支援学校

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Language Disability (also called Language Disorder)

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Language Disability (also called Language Disorder)

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A language disability is a disorder that affects a person’s ability to understand and/or use spoken, written, or other language systems.

Types:

Receptive language disorder: Difficulty understanding language.

Expressive language disorder: Difficulty expressing thoughts using words.

Primary Areas Affected: Vocabulary, grammar, sentence structure, following directions, storytelling.

American Speech-Language-Hearing Association (ASHA). (n.d.). Language-based learning disabilities. https://www.asha.org

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A learning disability is a neurological disorder that affects how someone processes information, making it hard to acquire specific academic skills, even with average or above-average intelligence.

Types:

Dyslexia: Reading and phonological processing.

Dysgraphia: Writing and fine motor coordination.

Dyscalculia: Math reasoning and calculation.

Primary Areas Affected: Reading, writing, math, problem-solving, memory.

U.S. Department of Education. (2006). IDEA: Specific Learning Disabilities. https://sites.ed.gov/idea

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At ABC we are not allowed to diagnose our students without the aid of a specialist. Luckily the Himawari Center works with not only physical limitations, but mental blocks as well. Thanks to this free service, we are able to help our children better themselves and give the parents the tools and resources they need.