a) multilingual learners

b) have learning disabilites

Department of Education. (2022, April 5). Parent engagement in learning. Australian Government. https://www.education.gov.au/supporting-family-school-community-partnerships-learning/family-school-partnerships/parent-engagement-learning

Stanford Center for Teaching and Learning. (n.d.). Differentiated instruction. Stanford University. https://ctl.stanford.edu/differentiated-instruction

Rodriguez, D. (2016). Teaching bilingual learners with disabilities in an integrated co-teaching dual language program. Colorín Colorado.

WIDA. (n.d.). Supporting multilingual learners. University of Wisconsin–Madison. https://wida.wisc.edu/teach/multilingual-learners

a)Cognitive functioning

b) Adaptive functioning

-- I engage students in activities that help them express how they learn best

-- begin to gather data using assessments, taking anecdotal records, and observing students' behavior to know my students

a) The universal screener to check their number fluency and knowledge of letters and sounds

b) DIBELS to assess their literacy skills

c) Observation: I observe their interaction with peers, their use of language, and their interpretation of ideas and concepts, their artifacts, and take anecdotal notes of my findings.

Classroom observations are vital in determining the students' needs and barriers to learning

I collate data from these assessments to enable me to group students and identify their needs

Differentiated strategies include:

-- Using assistive technologies such as text-to-speech devices, translation devices, and e-learning apps such as Zearn and Reading Amplify to support their learning.

-- Using scaffolding to break down content to the students' level

-- Using visuals and manipulatives

--Using questioning techniques to get students more engaged in their learning

-- Using flexible grouping to allow for student choice and collaborative and cooperative learning

-- Students with Language disability are referred to the English as a Second Language (ESL) department for further assessment and placement

-- Students with learning disabilities are referred to the Learning Support department for support and further assessment

-- Language learners who have learning disabilities are referred to both ESL and Learning Support

--In the classroom, I continue to document student progress and provide differentiation instructions to meet the students' needs and provide small group instruction to the students.

-- Teacher checks in regularly with the Learning support and ESL department on the progress of the student

-- Students who are underperforming are referred a Multi-Tiered System of Support (MTSS) specialist for Individual Learning Plans (ILP)

-- Discuss student progress with parents

-- Engage parents in the student's learning and progress