Doesn’t raise hand or contribute to class discussions

Lack of English vocabulary

They struggle to express themselves

They are usually quiet

They avoid social interactions with peers and teachers

They usually communicate using the language they know

They tend to enjoy their own company

They are easily frustrated because they find it challenging to communicate with their peers and teachers

They lack confidence

They hardly participate in class

They fear to contribute during class discussions or small groups because they are embarrassed and anxious

Their pronunciation of words is different

Pronunciation problems

Difficulty learning new facts or skills

Difficulty linking letter combinations with sounds

Consistently mixing up letters and words when reading or writing (using "b" for "d" or "tack" for "cat," for example)

Short attention span

Difficulty following directions

Poor grasp of a pen or pencil

Poor physical coordination, prone to bumping into things and falling down

Problems with school performance from week to week or day to day

Speaking like a younger child; using short, simple phrases; or leaving out words in sentences

Having a hard time listening

Problems dealing with changes in schedule or situations

Problems understanding words or concepts

Trouble telling time

Problems staying organized

Poor memory

Trouble following direction

They will struggle to follow the school routine

They have difficulties with handwriting, recognizing words and letters

These signs alone are not enough to determine that a student has a learning disability. Only a professional can diagnose a learning disability.

Introduce and reinforce key skills in child's home language

Start the student from the basics of English Language- ten minutes a day will make a big difference

Make use of the Learning Support Department in the school if it is available so that the child makes steady progress

Keep on assessing the child's progress informally and formally to monitor the student's progress

Design play-based projects that focus on language interactions.

Use scaffolds during book reading

Help students to develop vocabulary by previewing and teaching academic vocabulary as well as unfamiliar vocabulary

Engage in conversations so that they can build on oral language and proficiency

Encourage team work so that as they work in small groups, the spotlight won't be on them and slowly as they develop more vocabulary, they will gain confidence in sharing their ideas

When reading, ask questions that check comprehension

Build on background knowledge

Collaborate with the parents so that they can learn how to support and encourage their child

Break down lessons into small chunks that build upon one another. Each block should reference material from previous ones to connect concepts and utilize repetition

Organize information visually. For instance, after reading a chapter in a book, ask the student to draw a picture representing what they read

Incorporate all the five senses in order to improve comprehension and retention

Create an inclusive learning environment so that the students can feel welcome and appreciated

Know your students. Figure out where their strengths lie and which areas they find challenging. Positively reinforce their strong points and be more intentional when teaching difficult topics

Have an intentional classroom seating. It provides students with their own space, so they don’t feel uncomfortable. It also keeps their attention directed forward

Consistently add diversity to your lesson plan to keep students interested and engaged

As you practice these interventions, collaborate with the Head of Department and Learning Support Unit and parents in order to voice your observations and conduct various assessments to identify and support the student

Systematic assessment and documentation that the interventions used were implemented with fidelity

Allow student to provide oral responses rather than written ones

Use sequential, simultaneous structured multi-sensory approach