Consistent difficulty naming familiar and everyday objects;

Using vague words like thing;

Struggling to come up with the right word;

Trouble following or remembering multistep directions;

Difficulty reciting things in the right order (like the alphabet or nursery rhymes);

Mixing up the sounds in multisyllabic words.

Trouble counting out loud (skipping over numbers or reciting them out of order);

Trouble recognizing, creating, or replicating patterns;

Trouble connecting number symbols to number words, (such as knowing that the numeral 5 goes with the word five);

Difficulty generalizing a number to more than one group of objects, (such as understanding that six can be six crayons, six books, or six children);

Difficulty understanding one-to-one correspondence.

Use clear language to explain and teach a new skill;

Use narrating or doing a “think-aloud” when demonstrating classroom routines;

Make classroom expectations explicitly clear and display them;

Provide directions in both written and picture form;

Teach, practice, and reteach expected behaviors and routines;

Provide immediate feedback so students.

Refer to school specialists (in my school we have a Chinese SEL teacher who works mainly with ordinary and not IPC classes, but I've still asked her for help a few times to observe my students) for initial screening.

Have a meeting with a specialist(s) where you can share your documented observations, intervention logs etc. and share your observation results.

Discuss your findings with parents

on a follow-up meeting.

Before the meeting, be direct about why you’re reaching out, but remember that families have their own perspectives and interactions with their child that may not match what you’re seeing.

Share specific concerns by describing what you’re seeing, providing context, sharing examples, and explaining why this is something you’d like to explore more.

Ask for input and thoughts in an open-ended way that doesn’t impose your viewpoint (“What are your thoughts?” or “Have you noticed anything similar at home?”).

Share resources to help increase understanding of learning disabilities and developmental delays. Students who have learning disabilities tend to have signs and symptoms outside of school, too, so families may want to use an observation tracker.

Discuss clear next steps. If referral for evaluation seems like the next reasonable step, loop in the appropriate support staff to explain and walk the family through the process.

Hold regular meetings with the parents to assess and revise interventions.

Adjust based on progress or new information your strategies as needed.

Remember to contact parents as soon as any new problem or a change has been identified, so a timely solution can be found.

Be consistent and frequent in your communication with parents. Ensure ongoing feedback about how their children are performing in class and with homework.

Clarity the usefulness of communication to the parents. They should have the information they need to help children at home. It should be in a form and language that makes sense to them.