Page 62 - Issue 112 May-June 2021

DLD Learning about developmental language disorder In this article, Sue Marr explains what DLD is and how mainstream teachers can support children and young people in class. 62 Moor House is one of the very few schools in the country specialising in supporting pupils aged 7-19, with Developmental Language Disorder (DLD), providing individually tailored education with integrated speech and language therapy for those with the most severe and complex forms of the condition. What is Developmental Language Disorder? • Developmental Language Disorder (DLD) is when a child or adult has difficulties talking and/or understanding language but does not have another biomedical condition such as Autism or intellectual disability. • These difficulties can impact on literacy, learning, friendships and emotional well-being. How common is it? • Recent research in Surrey found that 7% of children have Developmental Language Disorder. • This means that in an average class of 30, two children may have DLD. • It is much more common than Autism, yet it remains a ‘hidden condition’ that is often missed, misdiagnosed or misinterpreted as poor behaviour, poor listening or inattention. Strategies for supporting children and young people with DLD Support from professionals can make a real difference to children with DLD. Speech and language therapists and specialist teachers can help them to develop skills and strategies, and to understand their difficulties and their “In an average class of 30, two children may have DLD” strengths. Mainstream teachers can support children through understanding the individual child’s difficulties and by making very simple adaptations to their teaching practice by using these ten key strategies: 1. Time - allow the pupil with DLD more time to process information and instructions, receptive language, and to formulate their answers, expressive language. 2. Visual support – using visual prompting can help to signpost activities for pupils with DLD and trigger memory. Make use of interactive whiteboards, iPads, Apps and videos from the internet. Provide visual timetables, language rich displays and clear/simple signage around the school. Add pictures to your worksheets and where possible make use of real-life objects 3. Sign it – signing supports the development of expressive language and helps with understanding as a child/young person is given an extra ‘visual clue.’ The majority of teachers are not trained signers but what we all do well is to use gestures, facial expressions and body language in our everyday teaching. So, if you have a pupil with DLD in your class, try to ensure that you use these skills more overtly! It might also be useful to learn SEN112 senmagazine.co.uk