Learning Disabilities and Multilingual Students by shannon ryan

Observation during Group and Work sessions

shannonryan3 — 2024-05-30 13:56:45 UTC

Students disengaged

shannonryan3 — 2024-05-30 13:57:29 UTC

Sleeping or laying their heads down

shannonryan3 — 2024-05-30 13:57:57 UTC

Struggling to read content at mastery level

shannonryan3 — 2024-05-30 13:58:37 UTC

Asking questions or disrupting the teacher during instruction

shannonryan3 — 2024-05-30 13:59:34 UTC

Students have difficulty forming words

shannonryan3 — 2024-05-30 14:00:03 UTC

Spelling difficulties

shannonryan3 — 2024-05-30 14:00:41 UTC

Writing is not legible and vocabulary is limited

shannonryan3 — 2024-05-30 14:02:00 UTC

Frustration or anxiety when asked to read and there are difficulties while reading

shannonryan3 — 2024-05-30 14:03:06 UTC

Testing/Assessment data trends low or insufficient for grade level mastery

shannonryan3 — 2024-05-30 14:03:34 UTC

Frequently making excuses to leave the class (Daily)

shannonryan3 — 2024-05-30 14:04:47 UTC

Identify the issue and begin the action plan: Is it a LD or Reading Comprehension issue?

shannonryan3 — 2024-05-30 14:06:33 UTC

While most students are identified with Learning Disabilities (LD) in primary/elementary schools, there are instances that struggles do not come forward until middle school when the material becomes more challenging and more standards are put into place. The prime opportunity to help a student in middle school is as soon as you start recognizing the above issues. Parent conferences should be the first step in this process, as you will need their help to move forward in any district testing, etc. With Multilingual learners (ELL students), we are focused on keeping them engaged. They are already identified and will have varied activities based on their ability to learn the material. Adjustments are made based on their capabilities and speed processing.

Does not participate in group work

shannonryan3 — 2024-05-30 14:12:18 UTC

Gets upset when reading material and cannot understand it

shannonryan3 — 2024-05-30 14:23:11 UTC

Vocally or Physically displays frustration

shannonryan3 — 2024-05-30 14:25:39 UTC

Inability to pronounce words

shannonryan3 — 2024-05-30 14:26:03 UTC

Poor word knowledge

shannonryan3 — 2024-05-30 14:26:22 UTC

Stuttering through reading

shannonryan3 — 2024-05-30 14:26:57 UTC

Gives up when reading because they do not know the words

shannonryan3 — 2024-05-30 14:27:12 UTC

Shuts down mentally and has a breakdown/meltdown

shannonryan3 — 2024-05-30 14:27:35 UTC

Turns in work late or incomplete

shannonryan3 — 2024-05-30 14:28:21 UTC

Copies someone else's work and uses it as their own

shannonryan3 — 2024-05-30 14:28:56 UTC

Class clown/starts disruptions

shannonryan3 — 2024-05-30 14:29:23 UTC

Test/Assessment scores are low/Lexile Score is a key indicator for reading problems

shannonryan3 — 2024-05-30 14:30:08 UTC

Testing Phase

shannonryan3 — 2024-05-30 14:36:04 UTC

Know the signs. Not every student has a Learning Disability, but they could very well have a learning disorder and need extra assistance when reading and writing. This will help you move forward in the process.

Understanding the the common learning disabilities.

shannonryan3 — 2024-05-30 14:37:32 UTC

Documentation for the referral process.

shannonryan3 — 2024-05-30 14:44:09 UTC

Documentation and identification. Classroom indicators are very important, but having the proper documentation, notes and data can help the child through the process a lot faster.

Trust the process.

shannonryan3 — 2024-05-30 14:45:21 UTC

Involving the Counseling team.

shannonryan3 — 2024-05-30 14:47:17 UTC

Implementing the plan

shannonryan3 — 2024-05-30 14:49:56 UTC

Work with the students to implement a plan that they can accomplish their goals and feel supported in their learning. If they buy into the plan, they will want to work harder and take ownership of their education.

Understanding the disabilities: Dyslexia (The most common learning disability)

shannonryan3 — 2024-05-30 14:58:17 UTC

There are plenty of certified training that will help teachers with students that struggle with Dyslexia. In a lot of instances, most students struggle with some form of reading disability for a long time without being noticed. The trainings that are being implemented can help teachers focus on those students and encourage them to read more confidently and grasp the concepts of reading.

shannonryan3 — 2024-05-30 15:05:26 UTC

The biggest takeaways are that modeled learning and consistent one-to-one learning, as well a group learning can help students feel more confident. However, there still needs to be constant monitoring and progress checks which can be done during the class with a formative assessment. This can provide an opportunity for the teacher and student to connect and discuss an area of concern immediately, instead of waiting for summative testing to correct issues. Students learn better in the moment, versus after being given a poor grade when they can shut down because they feel like a failure.

Raise the bars and push them to their full potential

shannonryan3 — 2024-05-30 15:12:54 UTC

Students should be moving towards progress markers, while continuing to compete with themselves and others. They should want to push themselves through their metaphorical brick wall and meet full potential. If Students are always told that they will never read on grade level because they have learning disabilities or they just struggle, they will continue to struggle and be the beat down dog they feel like. However, if the teacher celebrates the successes, regardless if it is minor, they will want to work harder. This was proven in my class this year, my students came in on kindergarten-4 grade reading levels. We took several tests throughout the year and monitored their progress. I talked with them about their data and explained how they can grow and put their plans in action. These kids GREW to their potential and went PAST their true growth potential. These 7th graders were told they would not be on grade level before 8th grade before they came to me, however, more of my students saw an improvement and growth of 2+ grade levels if not grade level mastery in their testing data at the end of the year. Celebrate the small successes and get them bought into their programs. They want to succeed. They want to know they are smart. They need the motivation from their teacher.

Tools to implement for the Inclusive classroom

shannonryan3 — 2024-05-30 15:19:06 UTC

Provide a classroom that is consistently functioning on a routine; where students feel heard and safe, as this promotes healthy learning and successful progress towards goals; Focus on strengths and positive reinforcement, as this is more encouraging than negative feedback; provide collaboration time with groups, allowing students to create a connection with other students. It has been found that students often learn better from their peers; connect a stronger learner with a weaker partner to help build and reinforce skills.