Presented by: Oganes

Educators face the unique challenge of meeting the needs of multilingual learners (MLs) in the classroom while accurately identifying specific learning disabilities (SLDs). This workshop is designed to equip attendees with practical strategies and a deeper understanding of the pre-identification phase. While addressing cultural intersectionality and background history, we will delve into case studies to explore how various interventions and instructional approaches can support MLs reading and oral language needs in the classroom, ensuring their academic success while distinguishing between language acquisition difficulties and potential learning disabilities. Participants will gain insights into the students’ linguistic and cultural contexts, academic performance, and the challenges they face due to their experiences, including immigration history. Through these case studies, we will examine the complexities of distinguishing between language learning processes and early signs of SLDs. By analyzing these examples, attendees will better understand the importance of appropriately matched evidence-based instruction and supports for resilience and academic success, as well as when to refer for comprehensive and culturally responsive assessments, which are crucial for avoiding misidentification and providing appropriate support. By the end of the session, attendees will be equipped with practical tools and methodologies to enhance the learning experiences of multilingual learners, laying a solid foundation for their academic achievement before considering SLD identification.