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Learning difficultiesLearning disability is a classification including several disorders in which a person has difficulty in learning in a typical manner, usually caused by unknown factor or factors. Effective teachers make accommodations in the learning environment by guiding children with processing difficulties by follow-up directions. Many children with literacy difficulties have a reasonable understanding of the content of the subjects. Some others have considerable difficulty in comprehending concepts and explanations. They are likely to be judged as limited in intelligence. Language and communication learning disabilities involve the ability to understand or produce spoken language. Language is also considered as an output activity because it requires organizing thoughts in the brain and calling upon the right words to verbally explain something or communicate with someone else. Awareness of some of the common signs of learning disabilities and learning disorders in children, the teacher will be able to catch the problem early and take steps to get the children necessary help. Paying attention to normal developmental milestones for toddlers and preschoolers is very important. A learning disability affects the way children of average to above average intelligence receive, process, or express information and lasts throughout life. It impacts the ability to learn the basic skills of reading, writing, or both. Children with attention deficit disorder and/or learning disabilities can be a challenge for any classroom teacher. A child with a learning disability cannot try harder, pay closer attention, or improve motivation on their own; they need help to learn how to do those things. The needs of such children require careful assessment and teaching which seeks ways to avoid or compensate for learning process in which there is difficulty and where this is not possible, to provide well-based methods of learning. Teachers are responsive learners who constantly question what they do. In catering for the learning diversity in their classroom, teachers regularly seek advice and guidance around the accommodation and arrangements which should enable their students to participate fully in classroom learning experiences. These are measures or action taken in relation to the learning environment, teaching, learning, and assessment, that enable a student with special needs to access and participate fully in achieving syllabus outcomes and content. Teachers can plan carefully to assist students to access core curriculum outcomes and content and to demonstrate their learning in multiple ways without compromising learning outcome. Teachers make adjustments by finding alternate ways for students with special needs to achieve learning outcome. Some curriculum adjustments regularly used by teachers to support the learning of students who experience communication difficulties are: • Visual cues to aid understanding or expression • Additional support through group work • Changes to the layout or presentation of material • Changes to classroom organization • Outlined texts with the key points highlighted The constant evaluation of adaptive technologies and software application is further assisting teachers to provide strengthened and more independent support to students with disabilities and learning difficulties. Teachers can effectively support students to participate fully and learn along with their peers through the use of technology which assist students to • Write • Scan text • Read text • Communicate • Record information The teaching of reading, writing and number has always been regarded as priorities in the education of children with moderate learning difficulties. It can be hard to make the decision to evaluate students for a learning disability when they are learning english as a second language. Different cultural backgrounds of students can have a considerable effect on student learning difficulties when it comes to sentence structure in the english language. Learning english has its’ own unique difficulties, and it profits the teacher most, if these challenges are explored and prepared before entering the classroom. One of the major factors affecting all students attempting to acquire a foreign language is the correlation of the new language and their native tongue.