DLD in children

Developmental language disorder (DLD) is distinguished from a simple language delay by its nature and duration. While a delay can resolve over time, DLD is a neurodevelopmental disorder that is present from birth and persists throughout life. Its impact varies from individual to individual, ranging from mild to more severe. It mainly affects language skills, affecting either oral expression or comprehension, or sometimes both.

Difficulties with expression can include problems pronouncing certain sounds, constructing complete sentences, using the right vocabulary, or structuring clear and logical speech. In terms of comprehension, children with Alzheimer’s disease may have difficulty following instructions, understanding innuendo or humour, as well as grasping notions of time or space. These challenges can have repercussions on learning, social relationships and self-confidence, hence the importance of early and adapted intervention (Regroupement TDL Québec, 2019).

• Speaks little or talks a lot and with gestures.
• Distorts long or complex words; so sometimes difficult to understand well.
• Formulates incomplete or short sentences.
• Mix up the order of words in sentences.
• Tells a story that is difficult to follow (lack of coherence and cohesion).
• Hears well but does not seem to understand what is being said to him or misunderstands.
• Confuses words that are close to them (e.g., apple… palm…).
• Has difficulty grasping humor (2nd degree).

• Quickly feels overwhelmed by the multitude of information to be decoded.
• Withdraws into himself, isolates himself or seems sad.
• Has difficulty knowing the right time to speak up in a conversation.
• Has difficulty remembering (memory).
• Has difficulty in generalizing certain learning.
• To a sometimes limited concentration.
• Is rigid in some learning or in the face of novelty.
• Has difficulty with certain social rules (e.g., waiting your turn, avoiding interrupting, respecting other people’s bubbles).

Possible impacts on a daily basis

• Understanding abstract concepts (tenses, jokes or expressions).
• Self-esteem.
• Learning.
• Difficulty establishing a routine.
• Anxiety.
  Less autonomy.
  Isolation and social rejection.

Typically Present Forces

• Perseverance
• Authenticity
• Curiosity
• Generosity
• Desire to collaborate
• Desire to communicate.
• Desire to integrate into the group.
• Increased sensitivity to visual cues to understand.
• Sensitivity to the group’s climate.
• Sensitivity to one’s own difficulties.

Developmental language disorder in schools

Developmental language disorder (DLD) can significantly influence the academic career of students with developmental disorder because of its impact on their daily lives at school (Croteau et al., 2015). This neurodevelopmental disorder affects the acquisition of essential skills such as reading and writing, making school learning more complex for these students (Breault et al., 2019).

Students living with DLD may have difficulty understanding what they are reading and expressing themselves in writing.

Code 34

A student may be assigned a code of 34 when a speech-language pathology assessment confirms the presence of a significant developmental language disorder (DLD). Specifically, DLD should be judged to be severe in expression and at least moderate to severe in comprehension. In order for a student to be recognized as having a language impairment under this code, the disorder must markedly impair his or her ability to communicate verbally, interact socially and progress in learning. The specific criteria associated with this code are detailed on page 17 of the document The organization of educational services for at-risk students and students with disabilities or maladjustment or learning difficulties (EHDAA). It is important to note that it is not the parents who must apply for this code: each school service centre follows an annual validation process to ensure that only eligible students receive the appropriate difficulty codes.

School Intervention Plan

According to section 96.14 of the Education Act, an intervention plan (PI) must be put in place to meet the needs of students with a disability or maladjustment or learning difficulties. The development of this plan is the responsibility of the school principal, in collaboration with the members of the school team who work with the student, as well as the parents and the student himself.

All detailed information about the response plan can be found in the document The Response Plan… at the service of the student’s success. The PI is used to structure and coordinate the actions that will be taken by the school to support the student. Even if its presentation may vary from one school service centre to another, the general approach remains the same. It begins with data collection and analysis to identify the student’s needs and strengths, a step to which parents, who know their child well, are invited to contribute. Then, objectives are determined collectively, as well as the means and resources to achieve them. A timeline is established and the responsibilities of each party are specified. The PI is reviewed during the year and at the end of the school year, and adjusted as necessary. This support can make all the difference: it allows you to better prepare for meetings, better understand the issues discussed and ensure that your child’s needs are well represented. The support aims to strengthen the confidence of parents in their exchanges with the school environment.

Did you know that as a parent, you can be accompanied by a counsellor from your regional association or by a representative of Place à l’école during meetings with the school team?

Place à l’école offers various services to support and equip parents throughout their collaboration with the school team, particularly in the context of their child’s school integration and inclusion process.

Stimulation of language expression

Here are some tips for stimulating language:

• Give the child time and be patient – Wait and give him time to organize his thoughts. We must not be afraid of silences;
• let him express himself at his own pace;
• Follow the child’s interests – Listen to and observe the child and then talk about his or her interests.
• Avoid having them repeat themselves – Instead, repeat after them when they mispronounce a word or repeat the sentence correctly.
• lengthen sentences by adding words to the child’s sentences;
• describe their actions and those of the child;
• say the beginning of the word or give an answer choice to help the child find a word;
• Encourage conversation with open-ended questions.
• Use the words in the sentence and ask questions using that word to understand the child’s message.