is the student struggling academically.

are they struggling emotionally.

do they have reduced participation.

language need

communication with support teachers and school administrators about the issue.

are the reasons the students is struggling internal (issues of abuse, behavioral issues, minimal brain function, poor attitude or lack of effort ) or external (change of environment, lack of parental support, poor teaching in previous years).

student may be avoid reading, writing, or speaking in class due to a fear of making mistakes or other other things.

students may have a limited English vocabulary and struggle to express themselves adequately they don't understand and communicate effectively in the classroom.

non-English speaking background hence the cultural background of the student is limiting the student.

trouble engaging in class discussions or expressing their feelings.

thoughts coherently might be challenging for them hence they largely keep quiet or play during class which might be seen as bad behavior.

make a flexible plan that will provide targeted English language development support, extra classes or additional language assistance.

use visual aids, diagrams, and illustrations to aid understanding, as visuals can transcend language barriers.

encourage peer interaction to help students practice and improve their language skills.

use clear, simple language in instruction and materials to ensure comprehension.

with parent's involvement, a speech therapist can also be involved for severe cases.

be culturally sensitive, as understanding a student's cultural background can aid in effective communication and support.

continue monitoring, adjusting and reviewing to see how the student is doing.

auditory or visual discrimination problems

minimal brain dysfunction.

general low intellectual ability, poor memory and may struggles in subjects like maths.

poor attention in class in sever cases maybe very disconnected to the activities happening in the classroom ie uncooperative during study time.

inability to read social cues, and unresponsive when talked to.

difficulty focusing or understanding words and concepts as well as reading and writing.

parent's and guardian involvement is necessary.

if there is a  a school psychologist they get involved to assist with the process.

these signs from the previous chart are not enough to determine that a person has a learning disability. A professional assessment from the government which the school helps to apply for unless parents want to do it privately, it is necessary to diagnose a learning disability. The professionals perform a variety of tests and assessments to get to the bottom of the problem. The evaluation process will give clear guidelines as to how to assist the student.

common diagnosis in Taiwan : dyslexia(difficulty reading), dyscalculia (difficulty with math), dysgraphia(difficulty with writing), dyspraxia (a sensory integration disorder that has difficulty with fine motor skills), dysphasia or aphasia (difficulty with language), auditory processing disorder (difficulty hearing differences between sounds), visual processing disorder (difficulty interpreting visual information), attention- deficit/hyperactivity disorder (ADHD a neurodevelopmental disorder that affects the ability to focus, control impulses, and manage hyperactivity, impacting a student's ability to learn and concentrate, executive functioning challenges (affects a student's ability to plan, organize, manage time, and complete tasks effectively.)

in some cases medication may be given to assist the student, but in Taiwan students diagnosed with a learning disability will get a student's note. However some doctors will not give medication for these condition if it's a child under the age of 6 years unless severe citing ethical reasons.

when special educators are involved, they help the student build on their strengths and teach them ways to compensate for their weaknesses and cooperation with the home teacher is important. The home teacher has to make a flexible plan and adjust the learning environment to help the student in need.

as an educator I would focus on making the student's life more successful compared to good grades, shift my teaching focus towards more patient and setting goals both short and long run goal with the student which are achievable which we celebrate with meaningful rewards to build a strong relationship with the student and help build confidence.

conduct a language proficiency test to help identify barriers.

if the student did well on the proficiency test, just keep observing and communicating with the parents in the hope that the previously displayed behavior was only temporary, and maybe adjust teaching technique to accommodate him such that his interest on what is being taught improves.