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Most teachers know that some students take more time to develop and learn skills. However, while early signs of learning disabilities include delays in developmental milestones, It’s also true that some learning challenges are much more noticeable than others.

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signs are include: Difficulty sounding out words, decoding, or recognizing words, Poor spelling, Distracting themselves or others, Destroying their work, Refusing to go to school, Difficulty in following directions,

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Distinguishing Between Disability and Language Difference

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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.

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Teachers can monitor student progress every 2–3 weeks, and may need to check in with struggling students more frequently. When identifying a struggling student, it's important to be non-judgmental and avoid giving advice. Instead, you can direct the student to campus resources like academic advising, counseling, or disability services.

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Teachers and parents in helping struggling students

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Teachers and parents in helping struggling students

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To involve parents in helping struggling students, teachers can establish open communication channels, regularly update parents on their child's progress, provide specific strategies for supporting learning at home, offer opportunities for parent-teacher conferences, and invite parents to participate in classroom activities or volunteer opportunities when appropriate

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Identify a child needing special education and related services  

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Identify a child needing special education and related services  

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When a child is identified by Child Find as possibly having a disability and as needing special education, parents may be asked for permission to evaluate their child. Parents can also call the Child Find office and ask that their child be evaluated.

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If the child is found to be a child with a disability, as defined by IDEA, he or she eligible for special education and related services. Within 30 calendar days after a child is determined eligible, a team of school professionals and the parents must meet to write an individualized education program (IEP) for the child.

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Progress is measured and reported to parents.

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Progress is measured and reported to parents.

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The child’s progress toward the annual goals is measured, as stated in the IEP. His or her parents are regularly informed of their child’s progress and whether that progress is enough for the child to achieve the goals by the end of the year.

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The IRIS Center Peabody College Vanderbilt University Nashville, TN

https://iris.peabody.vanderbilt.edu/module/acc/

The National Education Association (NEA),
https://www.nea.org/professional-excellence/student-engagement/tools-tips/special-education-referrals