Learning Disability Vs Language Acquisition by Jacob Thibodaux

Situation this academic year

jacobthibodaux — 2024-05-19 02:10:01 UTC

This year I am teaching Grade 1 English in a "bilingual" school. About half of my students haven't been exposed to English. I do an initial interview where I test the students competency in English and set 'benchmarks' for each student based on the level I assigned them to. My flowchart is based on the students' benchmarks in addition to what I would do if I had access to resoruces.

Citations

jacobthibodaux — 2024-05-19 02:10:37 UTC

_Citations_:

_{1. LearningRX Reston (2023, October 21). Steps to Take When You Think Your Child Has a Learning Disability [Video]. YouTube.}_{https://www.youtube.com/watch?v=mgZ2PKXHT9o}

_{2. Hamayan, E., Marler, B., Sanchez-Lopez, C., & Damico, J. (2023). Special education considerations for English language learners: Delivering a continuum of services (2nd ed.). Caslon, Inc.}

_{3. IRIS Center. (n.d.). Distinguishing between disability and language difference. Vanderbilt University. Retrieved May 18, 2024, from}_{https://iris.peabody.vanderbilt.edu/module/dll/cresource/q1/p02/}

_{4. Cummings, E. (2022). What to do when you suspect a child has a learning disability. Behaviorist.}_{https://www.behaviorist.com/what-to-do-when-you-suspect-a-disability/}

_{5.Westman, L. (2020, May 1). Why we need differentiation now more than ever. ASCD.}_{https://www.ascd.org/el/articles/why-we-need-differentiation-now-more-than-ever}

Initial Evaluation

jacobthibodaux — 2024-05-19 02:12:11 UTC

At the beginning of the school year, 'interview' each student. Set a benchmark to meet based on his or her English ability and maturity.

Quarterly Assessments

jacobthibodaux — 2024-05-19 02:13:00 UTC

After quarterly assessments, determine if the student is meeting his or her benchmark set at the beginning of the year or is making progress towards meeting it. As mentioned in the introduction, I teach grade 1 ESL. Some students have been learning English for multiple years, whereas others haven't had the opportunity to learn at all. In addition, this is the first classroom setting for a minority of students. The level assessment that I do quarterly takes into account the initial English level as ell as the maturity level of the student.

YES!

jacobthibodaux — 2024-05-19 02:14:30 UTC

Student is meeting or making progress towards meeting given behavioral and academic benchmark. No further intervention is needed. Continue to assess quarterly to monitor progress.

NO!

jacobthibodaux — 2024-05-19 02:15:26 UTC

No. Try to differentiate assignments and instructions.

I will do this by:
1. Providing more interpersonal communication and timely feedback

2. Allow choices for each concept (students can draw, write, or speak, etc.) Allow them to comprehend the concept based on their choosing.

3. Differentiate questions. For example some students may have to identify characters, while others can identify theme.

Assess students after differentiating and scaffolding assignments and instruction

jacobthibodaux — 2024-05-19 02:28:58 UTC

After differentiating assignments and instructions, assess the student again. Are they meeting the benchmark assigned to them? (reading and speaking at an appropriate level accounting for their English background and classroom experience).

No!

jacobthibodaux — 2024-05-19 02:30:27 UTC

Consult Chinese Co-teachers. Are they struggling in other subjects taught in their native language (Chinese)?

No

jacobthibodaux — 2024-05-19 02:34:05 UTC

If they are only struggling with English, practice the approach suggested in Special Education Considerations for English Language Learners

1. Observable Behvior

2.Information Gathered

3.Possible ELL explanitions

4. Intervention

5. Outcome

6. Monitoring

By using this approach, I will have documentation of the student's progress (or lack thereof) and will have evidence of tried interventions and monitoring. I can then see what worked (or didn't) for the student.

Yes

jacobthibodaux — 2024-05-19 02:39:20 UTC

Since I am not a homeroom or head teacher, I can't make any decisions regarding screening or special accommodations. IF the student is struggling in all classes and not making progress, I will RECOMMEND that my co-teachers continue to monitor the student for progress and document interventions taken in class. If no progress is made, I will recommend testing for learning disability

After implementing interventions and monitoring progress has the student made progress?

jacobthibodaux — 2024-05-19 02:40:50 UTC

No.

jacobthibodaux — 2024-05-19 02:42:04 UTC

Screen for a learning disability

Take the following steps to evaluate student for a learning disability:

jacobthibodaux — 2024-05-19 02:43:31 UTC

1. Evaluate - Gather evidence of child's performance in classes and interventions taken.

2. Get a diagnoses - Take your child to specific specialist to get a diagnoses of a learning disability

3. Talk to the school - to determine if and what IEP is needed to better assist the student.

4. Get Outside Help- What can be done at home to further improve the child's performance at school