# data[].attributes.body
Student is struggling

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Teacher notices issues with student's performance in classroom

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Parent notices issues with student's performance outside of classroom

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School district tests children for learning needs and disabilities.

This may include testing of motor skills, speech, and cognitive skills.

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Arrange meeting to discuss student's performance and address concerns. Learn about any extenuating factors affecting student.

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Discuss situation with other teachers, assistants, and members of staff in communication with student. This may include speech pathologists and special education teachers.

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Determine where the child is having difficulty by examining previous performance in class as well as any previous accommodations made on their behalf.

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Observe student in class for additional assessment.

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Both feature similar difficulties including issues with self-expression, avoidance, slow processing time, and reading and spelling errors.

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How long have they been learning English?

Are the same difficulties present in both languages?

Do the problems exist in multiple settings?

Have any strategies already been implemented and have they had any result?

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The child is not a dual-language learner

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The child is not a dual-language learner

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Has difficulty retaining information.

Cognitive and/or physical struggles

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Use differentiated instruction.

Utilize visual aids.

Use home language.

Use culturally-friendly materials.

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Consult with experts to determine testing for official designation of IEP (Individualized Education Program) or 504 (temporary learning disability)

Additional testing as needed.

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Address other potential concerns such as homelessness, vision correction, classroom distractions, etc...

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Must have a specific disability to qualify.

The plan is created by a team of experts.

Features many special education services not covered by 504.

Also includes general accommodations as needed.

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Flexible, for use with a range of issues.

Designed by general school staff.

Temporary, not meant to be long-lasting.

Includes general accommodations for student but no alteration of educational goals.

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Communicate with parents findings and concerns.

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Visual Aids

Differentiated learning.

Promote peer interaction.

Supportive classroom environment.

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Extra time for test taking.

Breaks.

Designated materials.

Seating.

Assistance when appropriate.