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Student with a Language Disability or Need 

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Student with a Language Disability or Need 

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Some children have language disorders. They may have:

Receptive language disorder. A child has trouble understanding words that he or she hears and reads.

Expressive language disorder. A child has trouble speaking with others and expressing thoughts and feelings.

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default - Stanford Medicine Children’s Health

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Stanford Medicine Children’s Health A language disorder in a child means he or she has trouble understanding words that he or she hears and reads. Or the child has trouble speaking with others and expressing thoughts and feelings.

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What are the Signs of a Language Disability

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What are the Signs of a Language Disability

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A child with receptive language disorder may have trouble:

Understanding what people say

Understanding gestures

Understanding concepts and ideas

Understanding what he or she reads

Learning new words

Answering questions

Following directions

Identifying objects

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default - Stanford Medicine Children’s Health

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Stanford Medicine Children’s Health A language disorder in a child means he or she has trouble understanding words that he or she hears and reads. Or the child has trouble speaking with others and expressing thoughts and feelings.

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How do I know if my Student has a Language Disability

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How do I know if my Student has a Language Disability

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What Teachers Need to Know About Language Disorders 

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What Teachers Need to Know About Language Disorders 

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Eliza has struggled to understand and be understood since she was very young. In first grade, her teacher noticed she often had trouble following directions and rarely spoke during class. When Eliza did speak up, her sentences were hard to follow and frequently filled with "umms" as she searched for the words she wanted. She had no trouble pronouncing words, but putting together coherent sentences seemed to be a challenge. Her teacher recommended an evaluation by a speech-language pathologist, who diagnosed Eliza with a language disorder.

What are language disorders?
Source: Royal College of Speech & Language Therapists
Language disorders refer to a condition where a person has difficulties learning, using, and/or understanding spoken or written language. They fall under the larger umbrella of communication disorders but are distinctly different from speech disorders, like lisps or stuttering. Children with language disorders don't have difficulty pronouncing words or sounds themselves. Instead, they struggle to find the words they want and put them together in the correct order or have problems understanding what's being said to them.

Language disorders are broken into three types:

Receptive: People with receptive language disorder have problems understanding and processing what others say to them, despite having no hearing problems.

Expressive: Expressive language disorder causes problems with using words to express thoughts, although the person has no physical problems in pronouncing the words themselves.

Mixed Receptive-Expressive: Those with this form of language disorder have trouble with both expressing their thoughts in words and understanding what others say to them.

Language disorders can be acquired at any time during life, usually caused by brain injury or illness. For most children, though, language disorders are developmental. The exact causes of developmental language disorders are unknown, though heredity and prenatal nutrition deficiencies are both possible suspects. Children with language disorders may also have related conditions, like autism, dyslexia, ADHD, and mental health issues. They usually have average or above-average intelligence.

About five percent of children are believed to have language disorders. That means that in a classroom of 20 students, you're likely to have at least one who is affected. Early childhood and elementary educators are more likely to encounter undiagnosed language disorders. The condition is treatable but not curable, so teachers of all ages should know what these disorders look like and how to help.

What do language disorders look like?
Source: Boys Town National Research Hospital
Expressive language disorder is easier to identify than receptive. Parents usually notice when their child doesn't begin talking by the age of two. When the child does start talking, their vocabulary is usually much more limited than others their age. Their sentences may be garbled or lacking key words. By school age, expressive language disorder signs may include:

Using filler words like "um" or "stuff" frequently instead of more specific words

Having extreme difficulty learning and using new vocabulary

Using only short basic sentence structures

Often leaving out pronouns or verbs when talking, creating incoherent sentences

Seeming frustrated by the inability to express themselves verbally

Simply giving up and remaining quiet, both in class and with friends

Receptive language disorder can be harder to spot in young kids. By school age, parents and teachers may notice persistent difficulty in following directions. Other signs might include:

Wandering attention during stories or lessons; tuning out because they can't really follow what's happening

Frequent interruptions on unrelated topics during lessons or casual conversations

Unrelated answers to questions that indicate they didn't understand the question itself. For example, the teacher pauses during a lesson on Abraham Lincoln and asks "Where did Lincoln grow up?" The child might answer, "He freed the slaves."

These disorders are hard to identify definitively without an expert's opinion. If you suspect a child in your classroom may have a language disorder, speak with the parents or school administrators about a professional evaluation.

Support students with language disorders.
Source: Banter Speech + Language
Kids with language disorders show the most improvement when they start treatment early, preferably by preschool. However, even with effective treatment, school-age kids are likely to continue to need some accommodations to succeed. Students with language disorders may have an IEP/504 plan that specifies accommodations and goals, such as the ones listed here:

Be patient.

These kids need more time to fully understand questions and put their thoughts together before they respond. They may speak slowly or too fast and leave out important words, repeating themselves or using filler. Allow them the time they need, without interrupting or jumping in to provide words or direction. If they stray off topic, gently redirect them and allow them to continue.

Allow them to prepare.

It can be very difficult for kids with language disorders when they're called on unexpectedly in class. Let them in know in advance you'll be asking for their thoughts and that they're welcome to make and refer to notes as needed.

Model behaviors.

It's important to encourage as much practice with complete sentences as possible for expressive language disorder. If a student responds with a one-word answer, model back a complete correct sentence and ask them to repeat it.

Give directions differently.

Following a set of complicated instructions is often more than those with receptive language issues can handle. After giving instructions to the class as a whole, spend a few minutes one on one with the student going over the directions. Break them down into smaller chunks and encourage the student to write them down or even draw pictures for reference. Make eye contact with the student while talking to be sure you have their attention.

Be direct.

Teachers are usually encouraged to ask open-ended questions of students, but sometimes it's better to give kids with language disorders a simple choice. Instead of "What do you want to work on now?" ask "Do you want to go the reading station or practice your spelling words?"

Accept silence sometimes.

If class participation or public speaking isn't necessary for learning the material at hand, don't require it from students with language disorders. Find other ways to test them on their knowledge of the subject.

Get resources on language disorders.

Online:

Books:
Just a heads up, WeAreTeachers may collect a share of sales from the links on this page. We only recommend items our team loves! Do you have experience dealing with language disorders in the classroom or want to get advice from others who do? Come ask your questions and share your knowledge in our WeAreTeachers HELPLINE Facebook group. Plus, what teachers need to know about dyspraxia.

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What Teachers Need to Know About Language Disorders

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Eliza has struggled to understand and be understood since she was very young. In first grade, her teacher noticed she often had trouble following directions and rarely spoke during class. When Eliza did speak up, her sentences were hard to follow and frequently filled with "umms" as she searched for the words she wanted.

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Intellectual disability (or ID) is a term used when a person has certain limitations in cognitive functioning and skills, including conceptual, social and practical skills, such as language, social and self-care skills. These limitations can cause a person to develop and learn more slowly or differently than a typically developing person. Intellectual disability can happen any time before a person turns 22 years old, even before birth.

Intellectual disability is the most common developmental disability.

According to the American Association of Intellectual and Developmental Disabilities, an individual has intellectual disability if he or she meets three criteria:

1. IQ is below 70.

2. There are significant limitations in adaptive behavior in one or more of the following areas: conceptual, social or practical skills (skills that are needed to live, work, and play in the community).

3. The condition manifests itself before the age of 22.

Intellectual disability-formerly known as mental retardation-can be caused by injury, disease, or a problem in the brain. For many children, the cause of their intellectual disability is unknown.

Some causes of intellectual disability-such as Down syndrome, Fetal Alcohol Syndrome, Fragile X syndrome, birth defects, and infections-can happen before birth. Some happen while a baby is being born or soon after birth.

Other causes of intellectual disability do not occur until a child is older; these might include severe head injury, infections or stroke.

The most common causes of intellectual disabilities are:

Genetic conditions. Sometimes an intellectual disability is caused by abnormal genes inherited from parents, errors when genes combine, or other reasons. Examples of genetic conditions are Down syndrome, Fragile X syndrome, and phenylketonuria (PKU).

Complications during pregnancy. An intellectual disability can result when the baby does not develop inside the mother properly. For example, there may be a problem with the way the baby's cells divide. A woman who drinks alcohol or gets an infection like rubella during pregnancy may also have a baby with an intellectual disability.

Problems during birth. If there are complications during labor and birth, such as a baby not getting enough oxygen, he or she may have an intellectual disability.

Diseases or toxic exposure. Diseases like whooping cough, the measles, or meningitis can cause intellectual disabilities. They can also be caused by extreme malnutrition, not getting appropriate medical care, or by being exposed to poisons like lead or mercury.

We know that intellectual disability is not contagious: you can't catch an intellectual disability from anyone else. We also know it's not a type of mental illness, like depression. There are no cures for intellectual disability. However, children with intellectual disabilities can learn to do many things. They may just need take more time or learn differently than other children.

Approximately 6.5 million people in the United States have an intellectual disability. Approximately 1 - 3 percent of the global population has an intellectual disability-as many as 200 million people.

Intellectual disability is significantly more common in low-income countries-16.41 in every 1,000 people. Disabilities overall are more common in low-income countries.

The United Nations Development Program estimates that 80 percent of all people with disabilities live in low-income countries. While people with disabilities represent approximately one in 10 people worldwide, they are one in every five of the world's poorest people.
Sources: American Association of Intellectual and Developmental Disabilities; National Center on Birth Defects and Developmental Disabilities; the United Nations Development Program; and the Centers for Disease Control and Prevention.

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Intellectual disability (ID) is a term used to describe a person with certain limitations in cognitive functioning and other skills, including communication and self-care.

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How do I know if my Student has a Learning Disability?

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How do I know if my Student has a Learning Disability?

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The student will not have passing grades.

He-She may not want to participate in a whole group setting.

The student could demonstrate behavior issues.

Absences are sometime related to the student not wanting to be in school.

Student could have lack of judgment and not know how to problem solve.

Communication skills faulter in day to day activities.

Aggressive behavior.

Rocking back and forth to comfort and self-sooth.

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Using Differentiated Instruction to Support All Learners

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The National Center for Learning Disabilities

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Initiation: Teachers should initiate contact as soon as they know which students will be in their classroom for the school year. Contact can occur by means of an introductory phone call or a letter to the home introducing yourself to the parents and establishing expectations.

Timeliness: Adults should make contact soon after a problem has been identified, so a timely solution can be found. Waiting too long can create new problems, possibly through the frustration of those involved.

Consistency and frequency: Parents want frequent, ongoing feedback about how their children are performing with homework.

Follow-through: Parents and teachers each want to see that the other will actually do what they say they will do.

Clarity and usefulness of communication: Parents and teachers should have the information they need to help students, in a form and language that makes sense to them.