Expresses frustration/anger/sadness (particularly note if this is out of character)

Finds excuses not to finish work, and/or forgets to do it (Martel, 2010)

Meet with the student one-on-one (Marvel, 2010); ask how I can help to accommodate their needs 🗨

Cannot answer comprehension check questions satisfactorily (Meza, 2018)

Requires extra time to complete tasks (Martel, 2010)

Has difficulty interpreting facial expressions/body language (Martel, 2010)

Is below level in literacy/numeracy (Martel, 2010)

Is slow to remember facts ("Common Signs", n.d.)

Has poor coordination, is unaware of physical surroundings ("Common Signs", n.d.)

Meet with other teachers/school support personnel 👨🏽‍🏫

Is reluctant/refuses to go to school ("Identifying", n.d.)

"Learning and attention issues that remain undetected or unaddressed can lead to lifelong difficulties that include low self-esteem, underemployment and increased risk of involvement with the justice system" ("Identifying", n.d.)

At the beginning of the year (hopefully parents can give insight on struggle before it becomes visible in class)

When signs of struggle are noticed (provide evidence, if possible)

Keep records of observations/student work that shows their struggle 🗒

Keep parents updated and involved throughout the year

Provide material on different level for different learners (e.g. a lower level version of the same book for struggling readers)

Adjust activities based on each student's learning targets

Adjust assignment level based on each student's learning targets

Place struggling students near the front of the class

Have inclusivity discussions with the class (for students with a disability, let classmates know how to accommodate that student)

Give student the chance to demonstrate their strengths to the rest of the class

Use multimedia like visual aids/audio/body movements/closed captions for videos

Focus on creating a growth mindset in students

Create proximity by walking around the class regularly to check student work

Recommend to parents/staff that student receive outside tutoring

Assess student understanding throughout class with comprehension check questions

Assess student progress through quizzes/tests/assignments

Mixed-ability groups

Similar-ability groups

Mixed learning style groups

Give students choice when possible, e.g. on what story prompt they will write about

Cater to student interests, while keeping learning objectives in mind ("Differentiating Instruction", 2018).

Allow students to choose type of assignment (written, oral, visual, etc.)

If I treat a student differently, make sure they know why

Follow recommendations of special ed teacher and related personnel

Differentiate instruction based on student's needs

Similar learning style groups

Encourage students to encourage each other when they struggle

"Teach up": make sure to challenge students within their ability ("15 Differentiated Instruction Strategies", 2017)

Share my own strengths and weaknesses with students, to make them more comfortable acknowledging their own

Have a positive discussion with the class about these technological devices and their implications

Give student all necessary information before beginning a project, as they cannot work and listen at the same time

Make sure you have the student's attention before speaking, and do not speak with your back turned

Place student where they can see the instructor as well as classmates ("A Deaf or Hard of Hearing Student", 2012)

Limit background noise ("A Deaf or Hard of Hearing Student", 2012)

Give student extra time on projects, but do not lower your expectations on project quality (unless the student has an additional learning issue) (J. McElroy, personal communication, November 30, 2018).

Incorporate as many visual aids into lessons as possible, e.g. pictures, body movements, closed captioning for videos, etc.

Take breaks from speaking so the student can take notes, since they will be unable to do both at once; if possible, provide handouts (J. McElroy, personal communication, November 30, 2018).

Make sure only one student speaks at a time ("Hearing Impairment", n.d.)

Constant concentration on the instructor/interpreter can cause fatigue, so take breaks from speaking to focus on individual work ("A Deaf or Hard of Hearing Student," 2012)

Do not act as if hearing aids/cochlear implants put the student in the same situation as a hearing student. Audio input through these devices is not clear and requires extra time to decode. In addition, they are not directional, so the student may require extra time to figure out where sound is coming from before they can effectively decode it (J. McElroy, personal communication, November 30, 2018).

Continue to follow up with parents on their child's needs/progress