2. lack of focus and concentration might have a negative impact on her learning

3: Break down instruction, use visuals, and lots of one-on-one learning. Above all, teachers must use lots of motivations to get students engaged.

Amira has multiple intersectionalities - as a result, her learning is made further difficult. However, her ability to learn is not halted. Below, I'll address some of her situation and some resolutions:

• her language barrier: learning a language is difficult - even moreso when dealing with an atypical cognitive condition. Learning an L2 in a situation where the L1 is not supported can cause multiple issues in understanding, interpretation, and grading. A way to resolve this would be to have additional supports, such as interpreters or Arabic-speaking classroom aides. This would both respect her native language and also afford her the ability to succeed, and would also help with behaviour issues.

• her cultural schism between Syria and Canada: a large part of the immigrant experience is readjusting to fit the cultural expectations. A large part of this would be expectations in the classroom environment, to say nothing of her life outside of it. A proper manner in which to address this would be to educate her teacher(s) on her situation and try to have curricula that is not exclusionary to her background and experience. (For example, rather than referring to a celebration as "Canada Day," which she may not be aware of, the language could be rewritten as "a national holiday." The latter is more relatable to Amira.)

• Difficulty Following Instructions due to ADHD and language barrier.:

• Impacts on Reading, vocabulary acquisition and Writing:

• Different classrooms Norms and expectations around participation or behavior

• Isolation and Anxiety due to language, culture, and behavior can lead to social withdrawal, low self-esteem, or heightened anxiety.

• Difficulty communicating and regulating behavior can make it harder for Amira to make friends.

• If Amira experienced interruptions in schooling due to displacement, she might have academic.

1. Use Visuals and Gestures for language barriers

2. Repetition of key phrases and model how to use academic vocabulary in context.

3. Break down tasks into smaller steps and check for understanding using visuals or demonstrations.

4. Pair Amira with a bilingual peer or a patient student who can help her navigate the language and routines.

5. Allow Amira to use alternative seating (e.g., wobble cushion) and take short, structured movement breaks to help her focus.

6. Clear Routines and Visual Schedules

7. Positive Behavior Reinforcement

9. Incorporate texts, visuals, and examples that reflect Amira’s cultural background and experiences.

10. Communicate regularly with her family and include them in her learning journey.

1. Amira may experience frustration or appear to have behavioural problems as a result of her being unable to fully comprehend classroom instructions, expectations, and social cues due to language and cultural barriers. However, when combined with language barriers, her ADHD diagnosis may make it more difficult for her to focus, control her impulses, and adjust to structured routines. These are difficulties that could be misinterpreted or ignored.

2. Cultural adjustment may cause additional emotional stress, particularly if teaching methods or classroom norms differ from those she was used to in Syria. Her confidence and interest in learning may be impacted by these overlapping factors, which could make her feel alone or misunderstood at school.

It is easier to see that Amira has social and emotional needs in addition to behavioural and academic ones when we acknowledge the intersectionality of her identities. Individualized supports along with a culturally sensitive, trauma-informed, and inclusive approach can have a big impact on her school experience and sense of success!

-Gabbe Zagordo

• Language barrier may make it difficult for her to communicate and understand instructions and classroom norms/expectations

• She may feel excluded due to the language barrier

• Her ADHD symptoms may be incorrectly interpreted as behavioural issues due to her inability to effectively communicate in English

• Her expectations in the classroom may be different due to her cultural norms

• Having a clear and predictable routine in the classroom

• Encouraging social interactions with supportive peers

• Using visual aids or gestures to help break down language barriers

• Use positive reinforcement to encourage desired behaviours

• Develop an IEP tailored to her needs to help her achieve success

1. 10 years old.

2. Female.

3. Immigrant from culturally different location.

4. English language learner.

5. Learning disability: ADHD.

Coming to a place where she cannot communicate in the majority language with fluency yet.

Culture shock from entering into a system with much different norms and expectations.

May be part of a racial minority in the classroom and othered for it.

Difficulty understanding directions from the teacher and understanding her peers.

Difficulty regulating behaviour and attention due to ADHD diagnosis, which may be exacerbated by the above.