Learning disability is a term that covers a wide range of types and severities of learning disorders

Generally these include one or more of the following:

• difficulty with input (auditory or visual perception)

• integration (organizing, ordering, abstracting)

• memory (short and long term, working)

• output (expression)

• motor skills (fine and gross)

NOT problems with emotional regulation, intellectual capacity, or impairment of they senses

A learning disability impairs the learning process in specific academic areas (of otherwise normal or above normal intellectual capacy) vs. an intellectual disability which is a developmental disorder which can impede certain cognitive processes (stjudes)

a student who does not achieve grade or age appropriate levels in speaking, listening, writing, reading comprehension, math reasoning

gaps in one of the above areas compared to mental ability or achievement (ldaamerica)

mixing up words, trouble following steps or directions, trouble with pattern recognition (edutopia)

missing assignments, poor assessment results, disorganized, difficulty with time management, easily frustrated, distracting or avoidant behavior, avoids certain material

behaviorial issues in class such as attitude, anxiety, irritation, major changes in behavior, skipping class or often late (gorick)

speak with a student in a space and time where the student can feel comfortable sharing-- find out if there are circumstances causing the behavior

offer guidance and help regarding material or areas where the student is struggling

use outside resources as necessary for students who may be struggling with mental health concerns or external/internal stressors

followup with guardians/higher level faculty when appropriate to create a personalized learning plan for the student (depending on administration structure for struggling students)

continue to check in with students even as they may be improving

use appropriate assessments for learning disabilities or language instruction following observations and communications

involve necessary external resources such as counselors, administration, or parents

set up the appropriate personal learning plan such as IEP (US) for student

adjust classroom and personal instruction based on assessments and accommodations for the student

student's struggles are not apparent or alleviated in L1 (their first language)

problems understanding due to vocabulary, sentence structure, lack of background knowledge (compared to expressiveness in L1 even if not L2)

with practice the student makes progress in remembering letter sounds (phonemic awareness), some issues related to pronunciation but improves with instruction over time

makes errors that are perhaps carryover patterns from L1 such as syntax, writing may take more time than verbal skills, leaning on L1 sounds or patterns

instruction in L1, visuals, direct instruction aid the student

consistent confusion in L1 and L2, takes a long time in both languages, forgets directions in both

difficulty summarizing or sequencing events in L1 and L2, speaks little in either language

language errors not related to L1, cannot remember sounds or blend them, consistently confusing words/sounds, random omissions or grammar errors

difficulty paying attention, avoids writing regardless of L1 or L2

errors due to letter reversals or confusing the beginning or endings sounds, random errors

difficulty remembering math facts, forget steps for solving

difficulty copying images or symbols like shapes and symbols

inattentive in most environments regardless of language comprehension, consistently missing schoolwork despite time and assistance offered at school