# data[].attributes.body
Observe and Document: The teacher notices a student struggling with class assignments, participation, or behavior. They document specific difficulties, such as trouble understanding historical events, participating in discussions, or completing assignments on time. This documentation includes detailed notes on observed behaviors, test scores, and class participation.

Initial Assessment: The teacher gathers information through informal assessments such as quizzes, homework reviews, and class activities. They evaluate the student's understanding of basic concepts and identify specific areas where the student struggles.

# data[].attributes.attachment_link.readable_text
Teachers are often the first to notice that a child might have a learning disorder. Sometimes the signs are easy to spot - a student who just isn't making headway in reading, for example. Or a child who, despite obvious effort, can't seem to master the times tables. But the signs are not always as clear, and many children, embarrassed that they are struggling to do things that seem easy for other kids, go to pains to hide their difficulties.

Here are some less-obvious signs of learning disorders in children to watch for in the classroom.

If you notice that a student who seems as if he should be succeeding, but he isn't -either in one specific subject or in his overall school performance - it could be a sign that he has learning disorder.

This is often described as a discrepancy between ability and aptitude i.e. a gap between what it seems a student should be able to do and what he's actually able do.

Some examples of how this gap might appear in the classroom include:

A student who writes fantastic essays but has serious difficulty getting through basic math assignments, or vice versa.

A kid who's great at answering questions in class but can't get her point down on paper.

A student whose intelligence is obvious in person, but isn't reflected on his report card.

Kids who aren't doing as well in school as expected may appear to be lazy or just not applying themselves, when in fact they may be struggling with a learning disorder. Adults with learning issues recall being told repeatedly, before they were diagnosed, that they weren't trying hard enough. Kids who look like they're not trying may actually be trying very hard, but failing, or trying to hide an embarrassing deficiency.

If a student constantly has to be reminded what to do next, you might think he's not paying attention, but it could be a sign that he's having difficulty with what's called " working memory " - holding, processing and building on new information. This is a common issue for kids with learning disorders.

Other signs to watch for include:

Difficulty following directions - especially if the student is hearing the information for the first time or there are several steps to remember

Daydreaming

Difficulty copying from the board

Trouble remembering assignments and doing them correctly

Students with learning disorders often try conceal their struggles from teachers and peers. Even if they're managing to keep up with school work, with extra effort, it may be taking a big toll on their self esteem. If a student comes across as excessively shy during class - hanging back during group projects, sitting in the back row, or doing everything in his power to avoid being called on during class - he may be trying to hide a learning issue.

It's also important to remember that hiding doesn't always look like what it is. In fact, for some kids it may look just the opposite. Where some students shrink down, hoping to go unnoticed, others act out, drawing attention away from deficits by becoming the class clown, being defiant, or pretending to be "too cool" to care how they're doing in school.

Students with learning disorders often struggle to get homework in on time - or at all. Homework troubles happen for a number of reasons.

A child may feel embarrassed to hand in work that is incorrect or unfinished.

Total wipe-out. Kids who struggle with memory and organization may have simply forgotten there was an assignment due at all.

Lost! Even when homework does get done, it still has to make it from home to school .

Every kid is bound to miss an assignment once in a while, but if a student routinely fails to turn in her homework it's time to take a closer look at what's going on.

Kids with learning disabilities often struggle with time management, transitions and organization. These timing troubles can cause problems both in school and at home. Tell-tale signs to watch for include:

A child who always seems to take 'too long' to complete tasks - from assignments to putting on his shoes after gym.

A student's who's parents report that it takes him hours to get through his homework at night.

A kid who's chronically late to school (I missed the bus - again!) or always seems to be rushing from one class to another.

Most kids will have test anxiety now and then, but if a student seems to have more trouble than expected it can be a clue that he has a learning disorder. Some things to watch for:

A student who always ends up scrambling to finish the test on time - or routinely exceeds the time limit - regardless of reminders.

A child who's always the last one still working on a timed assignment.

Very messy handwriting

Serious pre-test anxiety

A student who fails numerous tests despite having studied

School can be an emotional minefield for students with learning disorders. From struggling to keep up with peers to falling behind on schoolwork, the opportunities to feel bad about themselves can be overwhelming.

Kids with learning disorders often struggle with feelings of shame, embarrassment, and low-self esteem. If a child often seems to be down on himself, depressed, or frustrated at school, an undiagnosed learning disorder could be a cause.

Kids with learning disorders may develop serious school-related anxiety. Especially before they are diagnosed, when they don't understand why they keep up with their peers.

Additionally, kids with learning disorders often struggle with "self-regulation," meaning they lack the tools to manage and process emotions and are easily overwhelmed - which can lead to outbursts. For example, a student who flies off the handle when he's asked to stay in his seat, or is reduced to tears when asked to try a challenging assignment.

Students with learning disorders often go to great lengths to avoid school situations that trigger anxiety or stress. Some signs of avoidance to watch for include:

Excessive absences

Staying home "sick" on days when there are tests or other important assignments

Refusal to participate in challenging activities

Making frequent trips to the bathroom or asking to go to the nurse when faced with stressful assignments or tests

Cutting class, or skipping school entirely

Helping students with learning disabilities get the attention and support they need to do better and feel better will benefit that child- both in school and out - for years to come.

# data[].attributes.attachment_link.title
Tips for Recognizing Learning Disorders in the Classroom - Child Mind Institute

# data[].attributes.attachment_link.description
Learn how to identify learning disabilities in the classroom. Child Mind Institute offers tips for helping children with learning disabilities in school.

# data[].attributes.body
Implement Classroom Interventions: The teacher applies targeted interventions. This might include differentiated instruction, such as providing simplified reading materials, using visual aids, offering more one-on-one assistance, or varying teaching strategies to cater to different learning styles.

Monitor Progress: The teacher tracks the student's progress over a set period (e.g., 6-8 weeks). They use tools like progress monitoring charts to document improvements or persistent challenges in understanding class content.

# data[].attributes.attachment_link.title
Classroom Intervention: Key Types and Strategies - Educators Technology

# data[].attributes.attachment_link.description
Classroom Intervention is the topic of our blog post today! Students do not learn in equal ways and therefore must be taught in a way that matches their learning style. For example, students who are visual learners may benefit from lectures with PowerPoint slides and visuals. On the other hand, auditory learners could benefit from audio…

# data[].attributes.body
Consult with Colleagues: The teacher discusses the student's performance with colleagues, such as other teachers, special education staff, etc. to provide new insights or strategies to addres the student's difficulties.

Communicate with Parents: The teacher communicates their observations and assessments with the student's parents and gather more insights about the student's behavior at home then discuss potential strategies that can support the student.

# data[].attributes.headline
Differentiating Between Language Need and Learning Disability

# data[].attributes.subject
Differentiating Between Language Need and Learning Disability

# data[].attributes.body
Language Proficiency Assessment: If the student is an English Language Learner (ELL), the teacher conducts assessments to evaluate their proficiency in English. This helps determine if language barriers are contributing to academic struggles.

Review Educational History: The teacher examines the student's educational background, including any previous language support services or interventions received. This review helps identify patterns indicating a language need rather than a learning disability.

# data[].attributes.headline
Differentiating Between Language Need and Learning Disability

# data[].attributes.subject
Differentiating Between Language Need and Learning Disability

# data[].attributes.body
Language Proficiency Assessment: If the student is an English Language Learner (ELL), the teacher conducts assessments to evaluate their proficiency in English. This helps determine if language barriers are contributing to academic struggles.

Review Educational History: The teacher examines the student's educational background, including any previous language support services or interventions received. This review helps identify patterns indicating a language need rather than a learning disability.

Key questions

How long has the student been exposed to English compared to their home language?

Are the difficulties present in both the student's home language and English?

Are the concerns evident in multiple settings, such as at home and in other classes?

Have developmentally appropriate strategies been delivered systematically?

Have these strategies produced significant improvements?

Reference:

Delays in Social and Communication Development in Bilingual Children Website: IRIS Center URL: IRIS | Page 2: Distinguishing Between Disability and Language Difference (https://iris.peabody.vanderbilt.edu/module/dll/cresource/q1/p02/) Publisher: Vanderbilt University Access Date: June 5, 2024

# data[].attributes.attachment_link.title
IRIS | Page 2: Distinguishing Between Disability and Language Difference

# data[].attributes.attachment_link.description
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…

# data[].attributes.headline
If Language Proficiency Issue is Identified

# data[].attributes.subject
If Language Proficiency Issue is Identified

# data[].attributes.body
Provide Targeted Language Support: If the assessments indicate that the student's difficulties are due to language proficiency issues, implement targeted language support. This can include additional ESL support, language development programs, or tutoring focused on language skills.

# data[].attributes.headline
If No Language Proficiency Issue is Identified

# data[].attributes.subject
If No Language Proficiency Issue is Identified

# data[].attributes.body
Screening: The teacher conducts preliminary screenings to identify potential developmental delays or disabilities. This can include basic academic and behavioral screenings.

Evaluation: If initial screenings indicate potential issues, the teacher refers the student for a comprehensive evaluation by a multidisciplinary team. This evaluation includes adaptive behavior assessments and intellectual functioning tests to diagnose potential learning disabilities.

# data[].attributes.body
Regular Check-ins: Schedule regular meetings with the student, parents, and educators to review progress and update the IEP to ensure the student's needs are being addressed and that they are receiving the necessary support.