Depending on the learning disability and resources available Assistive Technology (AT) should be explored to further support the student.

List of AT options can be found here: Reducing Overload in Students with Learning and Behavioral Disorders: The Role of Assistive Technology

Some lo-tech AT are listed below:

--> text-to-speech

-->noise canceling headphones

-->timers

--> pencil grips

7 Simple Examples of Assistive Technology in the Classroom

-->Consistently distracting the class

-->Appears disconnected/day dreaming

--> Rarely participates nor shows excitement for learning

-->Academically behind other students in class

-->Reads at a slower pace and struggles with reading comprehension

Congressional Research Service. (2020). R46566: Title of the report. Library of Congress. https://crsreports.congress.gov/product/pdf/R/R46566

The individuals with disabilities education act: A comparison ... (n.d.). https://crsreports.congress.gov/product/pdf/R/R46566

Chapter 1 tools and resources for identifying all English ... (n.d.-a). https://www.ed.gov/sites/ed/files/about/offices/list/oela/english-learner-toolkit/chap1.pdf

Guide to learning disabilities - LD boarding school. Gow. (n.d.). https://www.gow.org/about/blog/guide-to-language-based-learning-disabilities-in-students

Maza, L. (2024, April 23). Examples of assistive technology in the classroom. Enabling Devices. https://enablingdevices.com/blog/assistive-technology-in-the-classroom/

Young, G., & MacCormac , J. (2018, May 4). Assistive technology for students with learning disabilities. LD@school. https://www.ldatschool.ca/assistive-technology/

-->There are many factors that can result in a language based learning disability such as neurobiological differences and environmental factors (differing academic instruction ).

Guide to Learning Disabilities - LD Boarding School | Gow

Chapter 1 Tools and Resources for Identifying All English Learners

Disability Categories | Fairfax County Public Schools

Be aware of state specific classifications of a disability... "States are required to implement the provisions regarding evaluation to determine whether a student is a child with a disability and eligible for special education and related services. States develop their own definitions and eligibility criteria, but they are not required to submit this information to the Secretary." (Congressional research service 2020).

"Procedures for determining learning disability according to IDEA:

1. A team may determine that a child has a specific learning disability if:

   • The child does not achieve commensurate with his or her age and ability levels in one or more of the areas listed below, if provided with learning experiences appropriate for the child’s age and ability levels; and

   • The child has a severe discrepancy between achievement and intellectual ability in one or more of the following areas: Oral expression; listening comprehension; written expression; basic reading skill; reading comprehension; mathematics calculation; mathematics reasoning, and/or a presented portfolio, and/or teacher reports on daily work which shows academic performance is not in an acceptable range and the learning processing disability can be seen or it was stated.

   • The team may not identify a child as having a specific learning disability if the severe discrepancy between ability and achievement is primarily the result of:

     • A visual, hearing, or motor impairment;

     • intellectual disabilities;

     • Emotional disturbance; or

     • Environmental, cultural or economic disadvantage.

   • Observation:

     • At least one team member other than the child’s regular teacher shall observe the child’s academic performance in the regular classroom setting.

     • In the case of a child of less than school age or out of school, a team member shall observe the child in an environment appropriate for a child of that age.

   • Written report For a child suspected of having a specific learning disability, the documentation of the team’s determination of eligibility must include a statement of:

     • Whether the child has a specific learning disability.

     • The basis for making the determination.

     • The relevant behavior noted during the observation of the child.

     • The relationship of that behavior to the child’s academic functioning.

     • The educationally relevant medical findings, if any.

     • Whether there is a severe discrepancy between achievement and ability that is not correctable without special education and related services.

     • The determination of the team concerning the effects of environmental, cultural, or economic disadvantage." (Congressional research service 2020)

Eligibility: Determining Whether a Child is Eligible for Special Education Services – Learning Disabilities Association of America

The Individuals with Disabilities Education Act: A Comparison of State Eligibility Criteria

-->The division for learning disabilities advises that when faced with a student with both a learning disability and language need instruction alteration could include "providing extra time to complete tasks, clarifying complex directions, providing visual supports, recording reading assignments for homework or review, providing peer tutoring, and breaking longer presentations into shorter segments." (Division for learning disabilities 2014)

Reference this article for further assistance in developing a plan for these students .DLD_PP-1_ELL-LD-2014.pdf

--> Before getting student services and parents involved, make sure to have enough "evidence" to support the idea that the student may have a learning disability or language need.

-->Evidence will be useful in communicating the issues in detail with student services and the caretakers of the student.

-->Communication with the family after careful documentation and observation of the struggling student. Depending on the age of the student, it is likely that the family already has an idea of the learning disability or language need. It is important to communicate with the family early on once identifying a struggling student.

-->Once the caretakers are informed and in agreeance with an intervention strategy, student services should administer a series of assessments to determine the disability and assess the students overall academic level.