Special Education - Learners with Developmental Language Disorder Report

1. Meet the Team
Researcher/ PPT
Creator
Presenter

2. Students withDevelopmental
LanguageDisorder/Non-verbal
Group7

3. Developmental
Language Disorder
Developmental Language Disorder is a diagnosis
given to children and young people who have language
difficulties that:
Create barriers to communication or learning in everyday life.
Are unlikely to resolve by 5 years of age – they will have
lifelong difficulties with language.
Are not associated with a known biomedical condition such
as autism, brain injury, neurodegenerative conditions,
hearing impairment or genetic disorders (such as Down’s
syndrome).

4. In the past, DLD was known as specific language
impairment (SLI), but the name has changed to more
accurately reflect the types of difficulties
experienced.
Children and young people with DLD have problems understanding
and/or using spoken language. And because language underlies so
much of what we do, this may impact on many other areas as well,
including literacy, learning, processing and memory, emotional
wellbeing, social interaction, behaviour and forming friendships.
A child or young person with DLD may present with difficulties in
a number of areas; however, it is worth noting that difficulties
can sometimes be subtle or hidden, and may remain unidentified.

5. Different instruction for students witn
Developmental Language
Disorder/Language Disorder/Non-Verbal
Make the Language of Instruction More Accessible
1.Face the Child- When you look at the child, your speech signal is clearer, you give added
signals with your body movements, and you convey the importance of your words.
2.Make clear, explicit statements- Instead of ,‘You need to be ready for your next class’, say
‘Class is over. Put away your books and line up at the door for your next class.’

6. 3. Repeat and rephrase key instructions- The teacher knows best what instructions need to
be given. Go ahead and give the full instructions so everyone in the class can work at their
pace. But plan to go back and repeat each step of the instructions in short, simple sentences.
These repetitions will help the child with DLD understand and retain the steps in the task.
4. Use multimodal support- Use lots of different ways to convey messages in the classroom,
not just talking. Use gestures and visual supports like pictures, graphic organizers, visual
planners, charts and posters. Write down keywords too.

7. 1.Breakdown larger amounts of information- Just looking at a big paragraph of words can be
disheartening for a child with DLD. Breaking down the information into shorter paragraphs, using
point form, and adding extra white space can make it more accessible.
2. Use visually distinct sections- Organizing the page so that separate instructions, steps, themes, or
activities are clearly set apart from each other can help the child with DLD manage the task in
smaller steps.
3. Use graphics and icons- A picture that is directly related to the task at hand can act as an
important cue to what the words on the page are about.
Here are some ways we can make written language tasks more accessible for
a child with DLD:

8. 4. Provide key word definitions- Children with DLD need many repetitions to learn a new
word, and they may still struggle when the new word is part of a challenging language task.
Provide a list of key words and their definitions in a consistent manner across tasks. That
way, the child with DLD can quickly remind themselves of the meaning of important words
and continue with the task.
5. Have questions and text on the same page- Very often , children with DLD will need to go
back and look at the question as they try to complete a task. Having the question right on the
same page means fewer steps for the child for the child with DLD. Fewer steps means the
task is less burdensome, and the child with DLD can concentrate more on the language and
learning required.

9. It can be challenging to help children with DLS use and develop their talking skills in a busy
classroom. Here are the few strategies:
1.Talking with classmates- Allow opportunities for children in the class to spend time talking
to each other. Create chances for children with and without DLD to talk to one another.
Research shows that the child with DLD will show language growth, and that there will be
no negative effects for the child without DLD.
2. Explicitly teach conversational tools- Set up classroom rules or strategies for how students
can engage in classroom discussion. These ‘talk moves’ provide sentence starters that can help
a child join in. For example, the ‘add on’ talk move begins with the starter, ‘I’d like to add on
something...’
Supporting the Child with DLD’s
Communication Participation

10. 3. Explicitly teach language structures- Children, like everyone, need to be able to tell a story .
Research shows that children tell better stories when they learn about the parts of a story (e.g.,
that a story has characters, a setting, a problem, a consequence, etc.), and that this teaching can
be done effectively in the classroom.
4. Don’t forget: allow alternate responses- Keep in mind that listening and talking all day long
is exhausting for a child with DLD. Make sure the child with DLD has other ways of showing
their learning. For example, they could draw a picture or map out their knowledge.

11. Students who have nonverbal learning disabilities (NVLD) have difficulty
with social skills and abstract thinking. They often need explicit
instruction to pick up on social cues and struggle with things like abstract
concepts or changes to their routine. What can teachers do to help?
Here are some classroom accommodations to try.
Classroom Accommodations for
Nonverbal Learning Disabilities

12. Create a daily class routine that changes as little as possible.
Post class schedules, rules, and expectations; make sure the student
sees them.
Make a laminated card with the student’s schedule on it.
Provide verbal cues before transitions.
Give the student plenty of time to preview and prepare for new
activities like group projects, field trips, and other changes in routine.
Let the student choose where to sit.
Classroom schedules and routines

13. Give a short review or connection to a previous lesson before
teaching new ideas.
Provide an overview of a lesson before teaching it and clearly state
the objective.
Use simple, concrete, and clear language.
Define figures of speech as you use them.
Explain jokes and identify sarcasm and words that have more than
one meaning.
Break down abstract concepts and rephrase if needed.
Introducing new concepts

14. Speak slowly when giving directions.
Give written directions—even for assignments you’d expect a student to be able to
generalize from the past.
Offer guided notes to use in class and to help the student zero in on key points of
complex assignments.
Provide a rubric that describes the elements of a successful assignment.
Shorten assignments to avoid overwhelming the student.
Adapt worksheets to cut down on handwriting. For example, use “circle the answer” or
“fill in the blank” questions.
Break a big project into smaller steps, making sure the student understands the
overall goal and how the parts fit together.
Use organizers and mind-mapping software.
Share the test format ahead of time so the student can focus on content.
Allow extended time for taking tests.
Create a quiet work space as needed.
Offer an extra set of books to keep at home.
Providing Instruction and materials

15. Proactively identify signs of overstimulation or frustration.
Use a nonverbal signal with the student to indicate the need for a brain break.
Identify a calming zone at school where the student can go to regroup and
relax.
Teach social rules like how close to stand to people and how to interpret body
language and other nonverbal cues.
Pre-correct and prompt to help teach social skills.
Respond to inappropriate behavior using respectful redirection.
Develop a consistent strategy for when the student repeats questions or gets
stuck on a topic or idea (sometimes called “perseveration”).
Building self-regulation and social skills

16. Resource Page
https://dldandme.org/supporting-a-child-with-dld-in-the-classroom/?
fbclid=IwAR1vBzLOiEOesRB64xtqBNxkz5biRA-s4_wTQSgDp6S-9JDWFv--xiJThcE
https://www.understood.org/en/articles/at-a-glance-classroom-
accommodations-for-nonverbal-learning-disabilities

17. Thank
you!