• Academic history and standardized test results

• Diagnostic assessments targeting specific skill areas

• Behavioral observations and learning profile analysis

• Adjustments based on learning profiles and multiple intelligences (TeachThought, n.d.)

• Modifications to content, process, product, and learning environment

• Culturally and linguistically responsive teaching methods (IRIS Center, n.d.)

This critical component is informed by research from the IRIS Center at Vanderbilt University (IRIS Center, n.d.). The process includes:

1. Assessing both Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency (CALP)

2. Evaluating cultural and environmental factors that may impact learning

3. Comparing performance across languages and contexts

4. Screening for processing disorders that may indicate learning disabilities

The Learning Disabilities Association of America notes that eligibility for special education requires evidence that the learning difficulty is not primarily due to cultural factors, environmental or economic disadvantage, or English language acquisition (Learning Disabilities Association of America, n.d.).

• Early communication about classroom observations

• Parent-teacher conferences to share concerns and strategies

• Collaborative planning during SST meetings

• Shared decision-making regarding evaluations and interventions

When a learning disability is suspected, the flowchart follows guidelines from the Learning Disabilities Association of America, which states that eligibility requires:

1. Evidence of a severe discrepancy between achievement and intellectual ability, or

2. Documentation that the child has not responded to scientific, research-based intervention (RTI)

3. Determination that the learning difficulty is not primarily due to other factors such as visual/hearing impairment, intellectual disability, emotional disturbance, or environmental/cultural factors (Learning Disabilities Association of America, n.d.).

The American Psychiatric Association's definition of intellectual disability, which involves "significant limitations in both intellectual functioning and adaptive behavior," is also considered during evaluations (American Psychiatric Association, n.d.).

Edutopia research on early signs of learning disabilities informs the observation and assessment portions of the flowchart. Early warning signs may include difficulties with:

• Rhyming or sound manipulation

• Letter recognition and sound-symbol correspondence

• Basic vocabulary acquisition

• Following simple directions

• Fine motor skills for writing (Edutopia, n.d.)

Edutopia. (n.d.). Recognizing signs of potential learning disabilities in preschool. https://www.edutopia.org/article/recognizing-signs-potential-learning-disabilities-preschool/

IRIS Center. (n.d.). Differentiated instruction for English language learners. https://iris.peabody.vanderbilt.edu/module/dll/cresource/q1/p02/

Learning Disabilities Association of America. (n.d.). Eligibility: Determining whether a child is eligible for special education services. https://ldaamerica.org/info/eligibility-determining-whether-a-child-is-eligible-for-special-education-services/

National Center for Learning Disabilities. (n.d.). https://ncld.org/

Reading Rockets. (n.d.). Building parent-teacher relationships. https://www.readingrockets.org/topics/parent-engagement/articles/building-parent-teacher-relationships

TeachThought. (n.d.). What is a learning profile? https://www.teachthought.com/pedagogy/learning-profiles/