Look at the ABLE, not the LABEL

1.       Recognize the difference between learning difficulties, learning disorders, and learning styles
2.       Shift from label-based perceptions to a strength-based understanding of student abilities
3.       Use ABC (Antecedent–Behavior–Consequence) analysis to identify the function behind challenging behaviors
4.       Apply practical, developmentally appropriate strategies for supporting learners in KG1, KG2, KG3, and Grade 1
5.       Implement simple classroom accommodations that promote engagement, independence, and success
6.       Communicate more effectively with parents and multidisciplinary teams to ensure consistent, supportive intervention plans