(M3 U1 A2) Special Education Flowchart - Howard Crates by Howard https://padlet.com/szswis/2vijz5a9ztawpa4f Identifying & Support Struggling Students. Differentiating Language Needs & Learning Disabilities. en-us 2023-09-01 06:12:29 UTC 2025-09-22 08:00:58 UTC hello@padlet.com "What is Intellectual Disability?" American Psychiatric Association, https://www.psychiatry.org/patients-families/intellectual-disability/what-is-intellectual-disability. Accessed 02 Sept 2023. howardcrates1_1 https://padlet.com/szswis/2vijz5a9ztawpa4f/wish/2680831613 2023-09-01 06:23:15 UTC https://padlet.com/szswis/2vijz5a9ztawpa4f/wish/2680831613 Intellectual Disability Facts howardcrates1_1 https://padlet.com/szswis/2vijz5a9ztawpa4f/wish/2680832917 - Intellectual ability affects 1% of US population
- 85% are mild disability (15% moderate or severe)
- Males more likely to be diagnosed
- Mild intellectual disability may not be identified until child struggles with academics in school
- Diagnosis helps identify best supports for individuals
(Psychiatry.org)]]> 2023-09-01 06:24:49 UTC https://padlet.com/szswis/2vijz5a9ztawpa4f/wish/2680832917 Creating an IEP howardcrates1_1 https://padlet.com/szswis/2vijz5a9ztawpa4f/wish/2680848327 When a special educational need is identified an IEP (Individualised Education Plan) should be made. It should include the elements listed above. Key elements include the data on the learners PLOP (present level of performance), and the accommodations that will be made to support their integration and learning in the general classroom, as well as any additional special classes that may be needed.

Another key part of an IEP is the collaborative involvement of the IEP team, which should consist of the below individuals.
  • the parents
  • general education teacher
  • school administrators
  • special education teacher
  • (optional) psychologist

(Youtube, Understood)

]]> 2023-09-01 06:42:36 UTC https://padlet.com/szswis/2vijz5a9ztawpa4f/wish/2680848327 "What Is an IEP? | Individualized Education Program Explained" Youtube, uploaded by Understood, 28 Oct 2015, https://www.youtube.com/watch?v=tGYO9XWhI2Y. howardcrates1_1 https://padlet.com/szswis/2vijz5a9ztawpa4f/wish/2680853856 2023-09-01 06:49:38 UTC https://padlet.com/szswis/2vijz5a9ztawpa4f/wish/2680853856 Over and Under Identification howardcrates1_1 https://padlet.com/szswis/2vijz5a9ztawpa4f/wish/2680873748 - Over-identification of special educational needs takes place is places with a high number of language learners.
- SEN experts are not always prepared to factor in second language proficiency into diagnoses.
- Conversely, under-identification takes place as a result of blaming slow development on language, as well as fear of over-identification.
(Youtube, Colorin Colorado)

Takeaway: As those who know the student best, we must be rigorous in student assessment using many data points before jumping to conclusions, but we must also be unafraid to seek expert opinion.]]> 2023-09-01 07:11:51 UTC https://padlet.com/szswis/2vijz5a9ztawpa4f/wish/2680873748 "Over- and under-identification of ELLs with disabilities" Youtube, uploaded by Colorin Colorado, 18 Oct 2016, https://www.youtube.com/watch?v=F0pPZS__G10. howardcrates1_1 https://padlet.com/szswis/2vijz5a9ztawpa4f/wish/2680874573 2023-09-01 07:13:00 UTC https://padlet.com/szswis/2vijz5a9ztawpa4f/wish/2680874573 LD Checklist howardcrates1_1 https://padlet.com/szswis/2vijz5a9ztawpa4f/wish/2680907366 The LD checklist is a list of potential indicators that a child may have a learning disability. The checklist does not diagnose, but it does serve to begin the inquiry conversation and investigation when an LD is suspected.

The LD checklist can be used in different ways:
  • to get parents involved in the discussion
  • for teachers to complete and compare their findings.
  • to share the list with a specialist to seek advice.
]]> 2023-09-01 07:54:26 UTC https://padlet.com/szswis/2vijz5a9ztawpa4f/wish/2680907366 Learning Disability vs. Intellectual Disability howardcrates1_1 https://padlet.com/szswis/2vijz5a9ztawpa4f/wish/2680911400 "An intellectual disability is not the same as a learning disability. An intellectual disability refers to when somebody has a developmental disorder (ie. autism), whereas a learning disability refers to when a person has difficulty learning in specific academic areas (ie. dyslexia)"
(St. Jude's Health care Services)

]]> 2023-09-01 08:00:15 UTC https://padlet.com/szswis/2vijz5a9ztawpa4f/wish/2680911400 "Is an Intellectual Disability the Same As a Learning Disability?" StJudes, https://stjudes.com.au/news/is-intellectual-disability-the-same-as-learning-disability/. Accessed 02 Sept 2023. howardcrates1_1 https://padlet.com/szswis/2vijz5a9ztawpa4f/wish/2680911616 2023-09-01 08:00:39 UTC https://padlet.com/szswis/2vijz5a9ztawpa4f/wish/2680911616 Learning Disability Facts howardcrates1_1 https://padlet.com/szswis/2vijz5a9ztawpa4f/wish/2680916923 - Around 15% of the US population (1 in 7) has a form of learning disability.
- Dyslexia (affecting reading and spelling) is the most commonly diagnosed LD.
(Kesherim, R. 2023)]]> 2023-09-01 08:07:36 UTC https://padlet.com/szswis/2vijz5a9ztawpa4f/wish/2680916923 Kesherim, Ruben. "31 Learning Disabilities Statistics, Prevalence & Facts" Supportive Care Aba, https://www.supportivecareaba.com/statistics/learning-disabilities. Accessed 02 Sept 2023. howardcrates1_1 https://padlet.com/szswis/2vijz5a9ztawpa4f/wish/2680917291 2023-09-01 08:08:12 UTC https://padlet.com/szswis/2vijz5a9ztawpa4f/wish/2680917291 howardcrates1_1 https://padlet.com/szswis/2vijz5a9ztawpa4f/wish/2680923830 Ask yourself if your student exhibits behaviours which indicate they are struggling.

Behaviours may include:
  • avoiding participation in class
  • becoming frustrated or angry
  • poor results/performance
  • not keeping notes
  • missing assignment deadlines
  • poor time management
  • avoiding peer interaction
  • distracting themself or others
  • leaving the room for longer than necessary
]]> 2023-09-01 08:17:26 UTC https://padlet.com/szswis/2vijz5a9ztawpa4f/wish/2680923830 howardcrates1_1 https://padlet.com/szswis/2vijz5a9ztawpa4f/wish/2680926445 It can be hard to know if a learner's challenge is rooted in their language needs, if the may have a learning disability, or even if both issues might be a factor. ELLs and learners with an LD may appear to experience similar challenges during learning. We therefore need to carefully consider and investigate the causes of the learner's challenges. We should therefore investigate using the methods outlined in step 3, and step 4 if deemed necessary.]]> 2023-09-01 08:21:21 UTC https://padlet.com/szswis/2vijz5a9ztawpa4f/wish/2680926445 Remember: howardcrates1_1 https://padlet.com/szswis/2vijz5a9ztawpa4f/wish/2680933648 “Students should not be assessed as having learning disabilities on the basis of performance or behaviours that reflect a process of language acquisition or acculturation, or a lack of prior opportunity to acquire the knowledge and skills being tested”
(Ministry of Education, qtd. in Perras, C.)]]> 2023-09-01 08:32:22 UTC https://padlet.com/szswis/2vijz5a9ztawpa4f/wish/2680933648 howardcrates1_1 https://padlet.com/szswis/2vijz5a9ztawpa4f/wish/2680941993 If language scaffolding and other interventions don't appear to support the learner's progress, it may be time to proceed with a appropriate choice from the below procedures.

- Referral to school counselor, school psychologist or other parties responsible for SEN at the school.
- Asking parents to complete National Centre For Learning Disabilities' Checklist and starting a discussion.
- Asking learner's teachers to complete NCLD checklist and comparing results.
- Utilizing NCLD recommendations based on checklist results.
- Sharing checklist results with paediatrician/medical professional and seeking advice.
- Medical and neurological evaluation.

]]> 2023-09-01 08:46:00 UTC https://padlet.com/szswis/2vijz5a9ztawpa4f/wish/2680941993 howardcrates1_1 https://padlet.com/szswis/2vijz5a9ztawpa4f/wish/2680948436 We can get a picture of reality by following the below processes:

  • Observe the learner's performance and behaviour over time.
  • Observe the learner is multiple settings and discuss with their other teachers.
  • Consider if the learner is being force to work outside their ZPD.
  • Increase language scaffolding & accommodations for language needs.
  • Investigate if learner struggles to complete similar tasks in their first language.
  • Talk directly to the learner about what they find challenging.
]]> 2023-09-01 08:55:37 UTC https://padlet.com/szswis/2vijz5a9ztawpa4f/wish/2680948436 "Learning Disorder" En1 Neuro, https://www.en1neuro.com/services/learning-disorder-2/. Accessed 02 Sept 2023. howardcrates1_1 https://padlet.com/szswis/2vijz5a9ztawpa4f/wish/2680960814 2023-09-01 09:13:55 UTC https://padlet.com/szswis/2vijz5a9ztawpa4f/wish/2680960814 "Language Acquisition Difficulty or Learning Disability? How to Differentiate and Support English Language Learners with a Learning Disability" ldatschool, https://www.ldatschool.ca/language-acquisition-difficulty-or-learning-disability/. Accessed 02 Sep 2023. howardcrates1_1 https://padlet.com/szswis/2vijz5a9ztawpa4f/wish/2680962408 2023-09-01 09:15:53 UTC https://padlet.com/szswis/2vijz5a9ztawpa4f/wish/2680962408 howardcrates1_1 https://padlet.com/szswis/2vijz5a9ztawpa4f/wish/2680964655 A learner with both language needs and one or more learning disabilities will be supported by the strategies listed in the previous columns. Further, Cindy Perras (LD@School) recommends the following supports for learners with this combination of learning challenges:

  • Culturally and linguistically responsive teachers
  • Culturally and linguistically responsive and relevant instruction
  • A supportive learning environment
  • Assistance with English language acquisition
  • Support in general education classrooms
  • Intensive research-based interventions
  • Using visuals to reinforce concepts and vocabulary;
  • Utilizing cooperative learning and peer tutoring;
  • Use of students' native language strategically when students are floundering;
  • Providing opportunities for students to practice speaking English in both formal and informal contexts throughout the day; and
  • Focusing on rich and evocative vocabulary words during lessons so students remain engaged and challenged. The words can serve as vehicles for teaching literary concepts.
]]> 2023-09-01 09:19:55 UTC https://padlet.com/szswis/2vijz5a9ztawpa4f/wish/2680964655 howardcrates1_1 https://padlet.com/szswis/2vijz5a9ztawpa4f/wish/2680968405 If a students is found to have no learning disabilities and their challenge is primarily based in their language level, there is much we can do to support them. Two of the most effective metastrategies for this are scaffolding and differentiation.]]> 2023-09-01 09:26:49 UTC https://padlet.com/szswis/2vijz5a9ztawpa4f/wish/2680968405 Differentiation howardcrates1_1 https://padlet.com/szswis/2vijz5a9ztawpa4f/wish/2680974142 Combining scaffolding with differentiation strategies allows you you are able to meet your students at the various level that suits them, including your LLs. There are many great differentiation resources online such as this series at Read Write Think.]]> 2023-09-01 09:37:36 UTC https://padlet.com/szswis/2vijz5a9ztawpa4f/wish/2680974142 Scaffolding howardcrates1_1 https://padlet.com/szswis/2vijz5a9ztawpa4f/wish/2680989033 Sensory, interactive and graphic scaffolding can all support language learners to grow. Further "Using a range and variety of instructional support tools enables ELs to engage with grade-level objectives and content" (Gottlieb et al, qtd. in Huynh, 2017)

It can also be helpful to think of scaffolding as instuctional or procedural, and scaffolding both of these elements is likely to support ELs to achieve more.

Sensory scaffolds utilize senses, such as sight, to reduce the reliance solely on language for comprehension. For example, we can show a picture of something we're talking about. This example is instructional.

Interactive scaffolds utilise the social nature of learning to support growth. For example, in group learning the combined comprehension skills of students working together can reduce the challenge of a task. This example is procedural.

Graphic scaffolds can likewise help to reduce the language challenge of a task by, for instance, representing information arranged on a graphic organiser. This could be used during instruction, when presenting information, or procedurally allowing the learner to present their own thinking in this way.]]> 2023-09-01 10:01:44 UTC https://padlet.com/szswis/2vijz5a9ztawpa4f/wish/2680989033 Huynh, Yan. "#34. Three Types of Scaffolding: There’s a Scaffold for That" Tankhuynh.com, https://tankhuynh.com/scaffolding-instruction/. Accessed Sep 2 2023. howardcrates1_1 https://padlet.com/szswis/2vijz5a9ztawpa4f/wish/2680989145 2023-09-01 10:02:00 UTC https://padlet.com/szswis/2vijz5a9ztawpa4f/wish/2680989145