Indicators: Incomplete assignments, difficulty following instructions, avoidance behaviors, frustration, and lagging behind peers.​

Action: Collect work samples, conduct observations, and compare performance to grade-level expectations.

Citation: Kuder, J. (2003). Language difference or learning disability? Teaching Exceptional Children, 35(4), 14–20.

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Purpose: Engage the student in a conversation to understand challenges, such as comprehension issues or external factors.​Rhode Island Public Transit Authority+4American Psychological Association+4Quizlet+4

Action: Offer initial classroom supports like peer assistance, visual aids, or extended time.

Citation: Spruill, K. (2021). Distinguishing language acquisition and learning disability in English language learners. SUNY Empire State College Capstone Project.

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Language Needs: Challenges primarily in English language tasks, with better performance in non-verbal or native language tasks.​

Learning Disabilities: Persistent difficulties across languages and contexts, including issues with figurative language and rigidity in understanding.​

Action: Consult with ESL specialists and use assessment tools to distinguish between the two.​

Citation: Kuder, J. (2003). Language difference or learning disability? Teaching Exceptional Children, 35(4), 14–20.

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Strategies: Use visuals, simplified language, sentence starters, chunking, flexible grouping, scaffolding, and formative assessments.​American Psychological Association

Duration: Monitor progress over 4–6 weeks.​

Citations: Tomlinson, C. A. (2017). Differentiated instruction: Understanding the key elements for implementation. Journal of Advanced Academics, 28(3), 229–249.

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Purpose: Share observations and interventions tried, and gather insights about the student's behavior and challenges at home.​WIRED+1Quizlet+1

Action: Provide suggestions for home support and build a partnership for progress monitoring.​

Citation: Pushor, D., & Ruitenberg, C. (2005). Beyond involvement and engagement: The role of the family in school-community partnerships. School Community Journal, 15(2), 13–36.

Purpose: Discuss the student's progress and determine if further evaluation is needed.​Quizlet

Action: Share data and work samples; if inadequate progress is observed, consider referral for special education evaluation.​

Citation: Lembke, E. S., McMaster, K. L., & Stecker, P. M. (2010). The prevention science of reading research within a response-to-intervention model. Psychology in the Schools, 47(1), 22–35.

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Purpose: Determine if the student qualifies for services under the Individuals with Disabilities Education Act (IDEA).​

Action: Conduct comprehensive evaluations, including cognitive and academic assessments.​

Citation: Lloyd, J. L., Kauffman, J. M., Landrum, T. J., & Roe, D. L. (1991). Why do teachers refer pupils for special education? An analysis of referral records. Exceptionality, 2(3), 115–126.

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