Developmental language disorders: A teacher's guide

What is Developmental Language Disorder (DLD) in children?

Developmental Language Disorder (DLD) is a neurodevelopmental condition that affects 1 in 14 children's ability to understand and use language throughout their lives. It impacts more pupils than autism and dyslexia combined, yet remains significantly under-identified in UK classrooms. DLD was previously known as specific language impairment (SLI) or expressive-receptive language disorder.

Development language disorder (DLD), considered a neurodevelopmental disorder, that falls under special educational needs. It is a long-life condition that affects the child in using and understanding language. It is also known as specific language impairment (SLI), speech disorder, speech-language impairment, or expressive-receptive language disorder. All these names come under the umbrella term of a developmental speech disorder.

Children with developmental language difficulties may be at risk of working below their age range level. Children with developmental language difficulties may be struggling with social skills and low educational attainment. The child at the age of 4 has a more stable language ability, therefore the developmental language disorder can be measured accurately at the age of 4. That does not mean that there are no signs of developmental language disorder appearing on the child before age 4 but it is more accurately diagnosed at the age of 4. 

Language skills are a vital tool for everyday life communication, school-age children need verbal capabilities to be able to communicate with others and express themselves. It is estimated that 1 out of 14 children may have difficulty in using phrasing skills or have a developmental language disorder.

A useful exercise for understanding oral skills is to place yourself in the child's situation, imagine yourself not being able to express that you are angry. Another example is that you are not able to understand what task you should do while your boss is giving you a deadline to finish it. Imagine how stressful these feelings are? In this article, we will go in-depth on developmental language disorder and look at what positive steps teachers can take in identifying speech issues.

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When can teachers identify signs of DLD in pupils?

Teachers can observe early warning signs of DLD before age 4, though formal diagnosis typically occurs at age 4 when language abilities become more stable. Key indicators include difficulty following instructions, limited vocabulary compared to peers, and struggles with storytelling or explaining ideas. Early identification allows teachers to advocate for intervention before formal assessment.

obverse the skills of childrens development milestones, to ensure that the developmental skills are at the proper age range. As with any impairment, children with language disorders will have early signs that careers and parents need to take into consideration. Here are some signs of developmental language disorder:

• Difficulties in oral phrasing competence:  they may have difficulties in translating their ideas into words and sentences. That is leading to obstacles with social situations and communication difficulties.
• Difficulty with expressive wording: Children with DLD may struggle to express their feeling and thoughts. Also, difficulties with finding the right words to describe their feelings. As a result, they may be less talkative than others
• Speech sound disorder: which means skipping sounds out, for example; saying nan instead of banana. Moreover, children with DLD may use wrong sounds, wed instead of red. 
• Weak language skills:
1. Children with DLD may struggle with listening, reading, writing, and speaking skills.
2. Children with DLD may have difficulty remembering what they heard, struggle to pay attention to the given instructions
3. Having difficulty remembering and learning new words and their vocabulary as result they struggle in reading and writing.
4. Also, they may not be secured to use correct grammar during writing and speaking.
5. Difficulty in forming up a sentence 
6. Difficulty in speaking skills as they may not be able to re-tell a story.  
• Difficulty with receptive language: difficulty with following verbal instructions, answering questions, misunderstanding what has been said to them. 

All these conditions may result in misbehaving or anxiety for the child, as the child with DLD has obstacles with communication skills. 

All of the above are common signs with DLD but it does not mean that all of these signs will appear on the child. Participators should deal according to each individual child's needs.  



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What causes Developmental Language Disorder in children?

DLD is a neurodevelopmental condition with no single identified cause, though it often runs in families suggesting a genetic component. Risk factors include family history of language difficulties, premature birth, and low birth weight. Unlike other language delays, DLD is not caused by hearing problems, low intelligence, or lack of language exposure.

Language development requires a multitude of interconnected skills including hearing, seeing and comprehending information. There are many studies about DLD, but there is no current study that was able to answer why some children have DLD and some do not. Some studies were able to highlight a common condition that may be resulting in having DLD.

• Biomedical Condition: such as having autism spectrum disorders, genetic conditions such as down syndrome, where the child has obstacles to communication and learning in everyday life. Different ways of the child's brain and howthey respond to communication and language development. 
• Genetic Condition: There is increasing confirmation that DLD may be inherited in families. However, there is no confirmation that genetic causes DLD, further studies are in progress.
• Environmental Factors: Premature birth and low birth weight have been associated with language development. However, these factors are not directly linked to DLD. 

Although these conditions may cause DLD, consider that DLD can also occur with no known cause.

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How can teachers support pupils with DLD in the classroom?

Teachers play a crucial role in supporting pupils with DLD. Practical strategies include simplifying instructions, using visual aids, pre-teaching vocabulary, and providing extra time for processing information. Creating a language-rich classroom environment with opportunities for communication and collaboration is also essential.

As teachers, we need to remember that DLD can impact the children's learning abilities, therefore be patient with the students. Here are some steps that teachers can take in order to support DLD students:

• Communicate with simple and clear language to ensure the child's understanding of what is being said.
• Use visual aids such as flashcards, images, and diagrams to help the students understand and remember new information.
• Pre-teach key vocabulary before starting a new topic or lesson, to ensure that the students are familiar with the words before they encounter them in context.
• Provide extra time for the students to process information and complete tasks.
• Encourage the students to ask questions and clarify their understanding.
• Break down complex tasks into smaller, more manageable steps.
• Use assistive technology such as speech-to-text software, to help the students with writing and communication.
• Create a language-rich classroom environment with lots of opportunities for communication and collaboration.
• Work with parents and other professionals to develop an individualised education plan (IEP) that meets the specific needs of the students.
• Provide positive reinforcement and encouragement to help the students build confidence and motivation.

teachers can play a key role in supporting pupils with DLD in the classroom, and should implement all the steps mentioned above to ensure the child can improve. Creating a classroom environment where pupils are supported to express themselves and feel secured will increase the child's skills.

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Conclusion

Developmental Language Disorder presents unique challenges for pupils, but with increased awareness and targeted support, teachers can significantly improve their learning outcomes and overall well-being. Early identification and intervention are paramount, allowing for tailored strategies that address individual needs and creates a more inclusive classroom environment.

By implementing the strategies outlined in this guide, such as simplifying instructions, utilising visual aids, and pre-teaching vocabulary, teachers can helps pupils with DLD to overcome communication barriers and access the curriculum effectively. Remember, patience, understanding, and collaboration with parents and specialists are key to creating a supportive and enriching learning experience for every child.

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Further Reading

DLD research

Language disorder interventions

Supporting language difficulties

• Bishop, D. V. M. (2017). Why is it so hard to reach agreement on terminology? The case of developmental language disorder (DLD). *International Journal of Language & Communication Disorders*, *52*(6), 671-680.
• Dockrell, J., & Lindsay, G. (2001). Children with specific speech and language difficulties: the teachers' perspective. *British Journal of Special Education*, *28*(3), 103-111.
• Law, J., Charlton, J., & Asmussen, K. (2017). Language as a child wellbeing indicator. *What Works Wellbeing*.
• Norbury, C. F., Gooch, D., Baird, G., Charman, T., Simonoff, E., Vamvakas, G., & Pickles, A. (2016). The impact of nonverbal ability on prevalence and clinical presentation of language disorder: evidence from a population-based study. *Journal of Child Psychology and Psychiatry*, *57*(11), 1247-1257.