Identifying and Supporting Students with Special Ed and Language Needs by

Step 1: Educate Self

charliecjbs — 2025-04-08 11:38:01 UTC

Educate self on common disablities including possible signs and symptoms

Educate self on local laws governing disabilities and what is expected from teachers (IDEA and Section 504 in the US)

Educate self on IEP process

Signs and symptoms

Statute and Regulations

Step 2: Identify struggling students

charliecjbs — 2025-04-08 11:38:12 UTC

While teaching class observe if any student(s) is struggling in the classroom, whether understanding the concepts, completing the assigments or demonstrating any behavior problems. Most importantly track progress and see if any student is falling behind.

Step 4A: Language Need

charliecjbs — 2025-04-08 11:39:51 UTC

If there is a suspected language need further screening and assessment can be done. First, an English assessment can be done to assess student's English level.

It possible, that the student could still have a disability. Use of a language appropriate needs assessment with the help from bilingual staff to determine if student has a disability in addition to language needs.

Assessment for English Language Learners

Step 3: Closer observational phase

charliecjbs — 2025-04-08 16:22:10 UTC

If a struggling student is identified, closely observing the student over a period of weeks to distinguish between language needs, learning disability or other reason.

It's important to know about the student's cultural background as they may be a key clue into whether it's a possible language issue. It's important to include families in screening and assessment. Talking with the family will bring more clarity to the situation.

What do teachers need to know about young English learners with disabilities?

Step 5A: Language needs confirmed

charliecjbs — 2025-04-08 17:12:12 UTC

Refer to EEL services with bilingual instructor if available

Provide language support in English, including ESL material instruction

Accommodate student with material translated to second language if possible until English improves

Provide English language support, with images and easier assignments

Strategies for ELL Success: A Guide for Educators

Step 4B: Suspected Learning Disability

charliecjbs — 2025-04-08 17:17:46 UTC

If student is native in English and/or tests normal for English proficiency, then it is possible the child has a learning disability.

Start an Response to intervention (RTI) process to identify struggling students, intervene to provide extra assistance and monitor their process.

If no progress is made with RTI then a special education referral is made.

What is response to intervention (RTI)?

Step 6A: Assessing Disabilities in Native Language

charliecjbs — 2025-04-08 17:21:07 UTC

It's possible, the student may have language needs and a dissability, it is good to make an assessment in the student's primary language. This can be developed with help from bilingual instructors.

Hire Bilingual Staff and/or Qualified Interpreters To Assist in the Screening and Assessment Process

Step 3.1: Differentiate Between Language Need Learning Disability

charliecjbs — 2025-04-08 17:29:40 UTC

If student struggles with English-language heavy tasks more than with non-language based tasks then it's more likely, it's a language need. If the student struggles equally it's possible it is a learning disability.

English Language Learners: Differentiating Language Learning versus Language Based Learning Disability

Step M: Mental Health

charliecjbs — 2025-04-08 17:40:26 UTC

The student maybe experiencing difficulty learning and falling behind based on social, emotional needs or traumatic events.

Speaking with parents to see if this is the possible cause and developing an action plan including school counselor and making other mental health resources available to student.

Mental Health 101: How educators can spot the warning signs

Step 5B: Special Education Referral

charliecjbs — 2025-04-11 22:28:36 UTC

A referral process starts to prepare the student for an evaluation for special needs services.

Obtaining parental consent is required before any evaluation takes place. Parents can also request an evulation from the school themselves.

Evaluating Children to Determine Eligibility for Special Education Services and Reevaluation Requirements

Step 6B: Evaluation

charliecjbs — 2025-04-11 22:35:12 UTC

Evaluation takes place, IDEA states

"the school system must ensure that—
…the evaluation is sufficiently comprehensive to identify all of the child’s special education and related services needs, whether or not commonly linked to the disability category in which the child has been classified."

Review of all data and observations of the student to make the determination of whether or not they have a disability that qualifies under IDEA.

Evaluating School-Aged Children for Disability

Step 7A: IEP

charliecjbs — 2025-04-11 22:38:34 UTC

If the student qualifies for special education services under IDEA an Individualized Education Program (IEP) is developed for them. It's a written document that outlines the special education services the student will receive.

It sets out goals the services that will be given to the student by the school.

All About the IEP

Step 7B: 504

charliecjbs — 2025-04-11 22:38:51 UTC

If the student doesn't meet the criteria of a disability under IDEA, they may still qualify for a 504 plan. This is a plan of accommodations given to the student with a disability.

What is a 504 plan?