Developmental Language Disorder

• Get the students attention – Get down to their level, say their name and be face to face. Remember students with DLD are more likely to need learning breaks.
• Reduce your Language – use short simple sentences. Say things in the order they need to be done.  Slow your talking down to allow for processing time.
• Show them – Use visual supports such as pictures, signs and demonstrations.
• Summarise – After you have given your input to the class summarise what you have said.
• Link words – Students with DLD don’t learn new words easily. Link new or harder words to simpler ones.
• Comment rather than question – Asking lots of questions can be difficult and pressurising. Comment on what they are doing.
• Check understanding – Check the student understands what has been asked of them.
• Don’t assume – Many children with DLD have associated literacy difficulties that are likely to be impacting on self-esteem and learning engagement. Don’t assume that they will able to read or write without support.

External Resources

• Raising Awareness of Developmental Language Disorder (RADLD)
• www.speechandlanguage.org.uk
• www.naplic.org
• www.elklan.co.uk
• www.dldandme.org