In the beginning of the year, baseline assessments are done to determine starting academic and behavioural levels of each student. Over the next few months, if we've noticed that a student is struggling in a specific area whether it is cognitive, physical (fine/gross motor skills, vision, hearing), academic (reading, writing, speaking), start observing students and keeping track of any patterns. Studying these patterns will help in identifying what is causing this difficulty and determine whether it is a language need or a learning disability
LANGUAGE NEED
Step 1 : Identifying the language need.
-Is the student not understanding or speaking English and only comprehending native language?
-Is the student not understanding certain words used?
Step 2 : Giving differentiated instruction.
If a student is not understanding instructions in English, start by giving individual instruction to that specific student in their preferred language. This is to ensure they are understanding what is expected of them. Then gradually, start including English words in instructions. Once student is starting to understand and comprehend language, start limiting the use of the chosen language. You could also have a glossary for each student in class, where they get to write words used in both languages (native language and language used in class).
Step 3 : Applying strategies to help students with a language need
Work with students needing help with language during one-on-one interactions as well as pairing a student in need with either a student with the same cultural background (to promote inclusion and intrinsic motivation) or a student who is comfortable enough in the language taught in class and have them work together.
If these strategies are successful, continue to monitor student's language and literacy levels.
If Step 3 was unsuccessful and the student is still finding it difficult, then it is time to contact parents or guardians as well as Learning Support Staff to ensure that the students' needs are being met. Working alongside parents/guardians as well as learning support staff will positively impact the students' learning outcome.
This is also the chance to include that students' cultural background into the classroom. You could have the student talk about their language and background.
This is a great opportunity to have the student teach their peers new words in a new language. Often, students with language needs or difficulties feel excluded, unmotivated or even embarrassed. As teachers, it is our responsibility to make sure our classrooms are inclusive and a safe space for our students. This is a great chance to teach inclusion, respect, diversity and much more.
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Rosemary Perdomo, High School Science Teacher, personal interview, July 3rd 2024.
LEARNING DISABILITY
Throughout the first few weeks of school, it is essential for teachers to build relationships with their students and to look for any potential signs of a difficulty. This is to make sure that their students' needs are being met. It is important to keep track of any indication that something is going on with a specific student.
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Step 1: Analysing signs in a struggling student
When thinking a student has a learning disability, these are some signs to look for :
-Difficulty in managing changes in routine.
-Delayed speech.
-Weak fine and gross motor skills.
-Difficulty with peer interactions.
-Difficulty with reading familiar words.
-Difficulty with math-related topics and signs.
Step 2 : Involve learning support staff
After studying the patterns, it is crucial to communicate directly with the learning support staff and have a staff member come and observe this student. This is when the first screening/assessment happens. It is also very important to have observations with the struggling student (observations need to happen during different lessons, recess, carpet time, specialist lessons etc.)
This could also be the time to start communicating with the students' parents/guardians to understand if they have noticed anything at home and to be open and honest with each other to ensure the wellbeing and learning outcomes of their child.
Teachers have to be very careful when contacting parents/guardians about their children. It is important to understand their point of view, start by discussing clearly the specific concerns as well as asking if they have noticed the same behaviors at home. This is the time to share ressources and strategies used in class, that could help them understand and further help their child at home. It is also essential to openly discuss the next steps in this process.
Step 3 : Differentiated instructions based on students' needs
After communicating with learning support staff and parents/guardians, this is the time to start applying differentiated instructions to the student in question. Give differentiated instructions based on students' need. For example if a student is suspected to have dyslexia, it would be beneficial to break down tasks using visuals and checklists.
This would also be a great opportunity to use assistive technologies such as text to speech tools or speech to text tools to help the student read.
Another way to differentiate instructions is to work in smaller groups or work one-on-one with the struggling student, depending on their needs.
Constant and consistent communication with parents/guardians at this time is crucial. Explain to them what strategies are being used in class, what strategies were successful and which ones weren't. Include them in a shared document where they can view observations, progress, strategies etc.
If progress is clear and evident, using strategies such as differentiated instructions, assistive technologies, accommodations, guidance from parents/guidance, advice from learning support staff, then keep using successful strategies as well as monitoring students learning and behavior.
While the Individuals with Disabilities Education Act considers autism as a learning disability, some sources consider it as a neurodevelopmental disorder. Students with autism have a higher chance of developing a learning disability so it is important to be prepared using strategies such as :
-Differentiated instruction based on students' needs.
-Clear set of expectations.
-Visual timers, timetables etc.
-Give student opportunities to move safely and freely.
-Using manipulatives when working on math-related activities.
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Referrals could take days, months or even a year to get accepted. If referrals are taking longer than usual then it's time to move to step 3 and start applying differentiated instructions, assistive technologies, accommodations, working in smaller settings, one-on-one instructions.
Depending on your school, you might have the option of an IEP (Individualised Education Plan) but not all schools offer them. If your school does, start implementing an action plan, where you ensure that a student with a learning disability receives specialised treatment, assistive technologies, accommodations to ensure that the student reaches grade-level standards.
When studying patterns or habits, it is essential to involve all teachers involved with the student in question by having a shared document. This document could be an ABC Behavior Sheet (Antecedent, Behavior, Consequence) and have all teachers fill it with any specific behavior or pattern noticed.
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Some signs of a struggling student include :
-High level of distraction
-Student is unable to focus during group discussions
-Reluctance
-Student works hard but ends up failing
-Behavior issues
-Student is unmotivated, uninterested and not interacting with teachers or peers.
-Sleeping in class.
-Student is unable to understand basic instructions.
-Student is finding it hard to follow and respect classroom rules and expectations.
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