Students with Language Needs or Learning Difficulties by

Flow chart for steps I'd like to adopt for students with suspected learning difficulties/disability/needs

daniellockyer — 2024-05-06 13:22:50 UTC

My school in Taiwan has no formal process of identifying students who may have difficulties and needs. I have created this as an ideal example of what to do.

Step One: How to identify if there is an issue?

daniellockyer — 2024-05-06 14:21:30 UTC

All teachers should be monitoring their students learning. This could be from formal assessments, informal assessments, classroom observations, social interactions, feedback from their home life, and many more.

This article (linked above) gives some great tips and hints for what teachers can look for such as struggling to rhyme, using vague words, and trouble reciting things in the right order.

It also gives some good tips on how to differentiate instruction. Just because a child can't follow your way of instruction, doesn't mean there is a problem with the child. There is no one size fits all in teaching.

Teachers can keep an observation tracker to keep note of any student.

Step Two: You have identified a student that is struggling? What next?

daniellockyer — 2024-05-06 14:35:28 UTC

The first thing to do is to continue to monitor the student. Keeping a log/diary can be helpful later down the line. Differentiation can still be useful here and the above image gives a reminder.

Teachers should try to do things such as:

Talk to the co-teacher/other teachers to see if the student is also struggling in their classes and have an open dialogue of things you have noticed/techniques that have worked/any progress noted.
Keep testing informally to see if there is any change or progress.
Find time to work one on one with the student to see if you can dissect more where the specific struggles are and offer appropriate help.
Speak to the parents about parent involvement in learning/reviewing at home, and help support them with ideas if they are receptive.

Has progress been made?

daniellockyer — 2024-05-06 14:36:14 UTC

Yes

daniellockyer — 2024-05-06 14:36:55 UTC

No

daniellockyer — 2024-05-06 14:37:04 UTC

Continue to monitor

daniellockyer — 2024-05-06 14:37:37 UTC

Continue with a plan

daniellockyer — 2024-05-06 14:38:44 UTC

If the plan is working then continue. Be sure to adapt when needed.

Continue dialogue with parents

daniellockyer — 2024-05-06 14:39:20 UTC

If they have been receptive.

Step Three (A): Try to understand more if it's a language need or a learning disability

daniellockyer — 2024-05-06 14:48:45 UTC

Just because the current plan has not worked, still does not mean the student has a learning disability. As the above image based on Becker, H. (2001) illustrates: signs of a student with a language need are sometimes misinterpreted as students with learning disabilities.

Step Three (B): Begin to consider if it's a language need or a learning disability

daniellockyer — 2024-05-06 15:02:32 UTC

Trying to differentiate between a language need and learning disability is a very difficult and complex process. Students can often be referred when there is no need, or undiagnosed because it's seen as a language need.

The above table gives a nice and clear starter step for teachers to think about when they are trying to determine if it is a language need or learning disability.

Teacher makes a decision

daniellockyer — 2024-05-06 15:04:03 UTC

The teacher has continued to monitor, record observations, differentiated teaching, offered many different types of support to the student.

Step Four (B): Teacher thinks it's a learning disability

daniellockyer — 2024-05-06 15:04:45 UTC

In Taiwan the subject of learning disabilities is a taboo subject. It can be seen as a negative reflection on the family or that they are cursed/being punished. The next steps need to be very carefully approached.

The teacher should consider:

Speaking to their co-teacher and management on how to proceed.
Do as much research as possible on potential steps. Referring to National Centre for Learning Disabilities (linked above) can be a great starting point.
Speak to any teachers/colleagues who have been through this process before.
Continue to monitor the student, keep a record, and continue to support as much as possible.
Finally, through the school co-teacher/management contact the parents. It is wise to let them do this to avoid any language barriers.

Step Four (A): Teacher thinks it's a language need

daniellockyer — 2024-05-06 15:08:22 UTC

If this is the case the teacher needs to consider a new plan.

The teacher should consider:

More differentiation in their teaching.
Different ways to support the student one on one.
Speak to the parents again (if receptive).
Review the earlier plan and signs of what worked, and what didn't.
Consider speaking to other teachers that have encountered similar difficulties in their class.
Continue to monitor and keep a record.

Parents are receptive

daniellockyer — 2024-05-06 15:20:08 UTC

This is the ideal outcome. The school can set up a meeting with the parents, co teacher, management, and the teacher.

It is important to be prepared with what you have documented and your observations, talk in a calm manner, and do not use insensitive language when talking about their child.

Collaborating with the school you can find the appropriate bodies and medical professionals that would be able to help if the parents are open to a diagnostic assessment. The government here has a dedicated website, but unfortunately the English version of the website is limited.

Parents are not receptive

daniellockyer — 2024-05-06 15:20:30 UTC

In an ideal world, we would not have this outcome. However, it is a real possibility given the culture here. The best the teacher can do for this outcome is continue to work and support the student however they can.

The attached article highlights the benefits of having a good relationship with the parents. The teacher should consider this for future classes and students.

Step Five: Diagnosis Assessment and Next Steps

daniellockyer — 2024-05-06 15:37:46 UTC

If the parents agree to a diagnosis assessment then the appropriate people and bodies can get involved. It is important to work well with them and provide your observations and documentation if they require it.

If the student is diagnosed with a learning difficulty then one possible outcome could be an Individualized Education Plan (IEP) which is well explained in this video.

The teacher should continue to work well with all parties, if they are still involved in the student's teaching, after the diagnosis.

Reflection

daniellockyer — 2024-05-06 15:39:38 UTC

After the whole process the teacher should reflect:

What went well and worked smoothly?
What didn't go well?
What can the teacher/school/management do better next time for the best possible outcome?

References

daniellockyer — 2024-05-06 15:41:54 UTC

American Federation of Teachers. (No date) Building Parent-Teacher Relationships. Reading Rockets. https://www.readingrockets.org/topics/parent-engagement/articles/building-parent-teacher-relationships

Becker, H. (2001). Teaching ESL K-12: Views from the classroom. Boston: Heinle and Heinle.

Hamayan. E, Marler. B, Sanchez-Lopez. C, & Damico. J.

Special Education Considerations for English Language Learners: Delivering a Continuum of Services. Caslon Publishing, 2007. p.40

Iris Centre. No Author. What do teachers need to know about young dual language learners with disabilities?. Iris Centre. https://iris.peabody.vanderbilt.edu/module/dll/cresource/q1/p02/. (Accessed May 6th, 2024)

Morin, A. (February 18, 2021). Recognizing Signs of Potential Learning Disabilities in Preschool. Edutopia. https://www.edutopia.org/article/recognizing-signs-potential-learning-disabilities-preschool/ (Accessed May 6th, 2024)

National Centre for Learning Disabilities. https://www.ncld.org (Accessed May 6th, 2024)

National Centre for Learning Disabilities. Kaloi. L. What is an IEP?. Youtube. https://www.youtube.com/watch?v=q2XlAWcMAUk

National Special Education Network. https://special.moe.gov.tw/eng/article.php?paid=284&1732420075 (Accessed May 6th, 2024)

Images:

Child with Help Image. https://blog.acceleratelearning.com/math-strategies-for-struggling-students. (Accessed May 6th, 2024)

Differentiation is Image. https://www.teachthought.com/pedagogy/differentiated-instruction/. (Accessed May 6th, 2024)