Add thelocalreport.in As A Trusted Source
Increasing attention is being paid to dyslexia And autismThese neurodevelopmental disorders affect a large number of children, to the extent that they have become household names for many families, caregivers, and teachers,
However, there is another disorder that is just as common – if not more so – but that is largely unknown: Developmental Language Disorder (DLD).
DLD is a neurodevelopmental disorder that impairs language learning and use for no apparent reason. deafnessintellectual disability Or autismThese may, independently or together, affect comprehension or expression,
It is estimated that this disorder affects 7 percent to 10 percent of school-age children. However, this is often ignored, or mistaken for immaturity, laziness, or behavioral problems.
DLD is not a simple delay that resolves on its own with time. It is persistent, and if not treated it can have serious effects on school performance, social relationships, and self-esteem.
an invisible disorder
DLD is considered an invisible condition, with no physical symptoms that indicate it. Many children with DLD perform well in everyday conversation, but get stuck when language becomes more complex, such as when reading a textbook, listening to a scientific explanation, or understanding a joke.
On a day-to-day basis, parents may notice that their child does not understand long sentences (“Put the glass on the table and then bring me the spoon”). They may also use very short sentences, skip some words (“The boy plays with the car” instead of “The boy plays with the car”), or have trouble remembering what they did on the playground or in the classroom.
Historically, DLD has been given different names – “specific language impairment” or SLI, and “mixed receptive-expressive disorder” – which has caused confusion and limited its visibility. The international CATALISE project has advocated for the use of the term DLD and clear criteria for its identification.
Warning signs at different ages
Every child with DLD has a different profile, but there are some common warning signs to look out for:
In preschool age: Difficulty following instructions, very short sentences, problems learning songs or problems recounting what happened during the day.
At school age: difficulty understanding text, using complex sentences, learning new vocabulary, frequent grammar and spelling errors, or problems writing coherently.
Differentiating DLD from other disorders
DLD can be confused with other well-known neurodevelopmental disorders. However, it has a number of obvious distinctive features:
it is not dyslexiaDyslexia causes difficulty learning to read and write, especially decoding words and phonics skills, For example, a child with dyslexia may confuse seemingly similar letters (such as b and d, or p and q) or read the word “house” as “mouse”, even though they have a rich verbal vocabulary and well-structured verbal sentences,
In contrast, a child with DLD can read “house” correctly but cannot understand the meaning of the entire sentence. They may also have limited oral language skills, and may make grammatical errors when speaking.
This is not autism. With DLD, social skills and communication intentions are usually preserved, even if language is limited. Although both conditions can manifest as children being “late talkers” in the early years, studies show that children with DLD use gestures, respond better to language and play symbolically, whereas those with autism have greater problems with understanding and social interaction as well as repetitive behaviour.
It does not depend on nonverbal IQ. In the past, DLD was only diagnosed if a child’s nonverbal intelligence was within the average range, as a way to differentiate it from general education. disabilityToday we know that some children with DLD score slightly lower on these tests, but that does not mean they have an overall impairment, For this reason, experts no longer use the discrepancy between verbal and non-verbal ability as part of diagnostic criteria,
long term effects
DLD does not go away with age. Although many children improve with intervention, difficulties often follow them into adolescence and adulthood. Longitudinal studies show that young people with DLD are more likely to have reading and writing problems (mild to persistent), leave school earlier, face greater barriers to employment, and suffer from self-esteem and mental health problems.
This does not mean that the prognosis is necessarily negative. With early diagnosis and specialized support, many people are able to function successfully in school and daily life.
Interventions and treatments for DLD focus on strengthening both oral and written language: working on vocabulary, grammar, and storytelling with a speech therapist, using visual aids and curriculum adaptations in school, and encouraging shared reading and conversation at home.
At school, teachers can help by giving clear and concise instructions and making sure the child understands them. They may also use diagrams or helpful images, and allow extra time for exams and assignments.
At home, parents can read with their children every day, modeling correct sentences (if they say “There is water here,” correcting them for “Yes, water is on the table here”), expanding on what children say, and encouraging them to tell stories about their day.
Importance of early intervention
Early support is essential because language is the foundation of reading, writing, and schooling. The earlier a child gets help, the easier it will be to reduce future difficulties – a child who gets help at age 4-5 can make much better progress than a child who gets help at age 9-10, when they are already experiencing academic failure and frustration.
Diagnosing DLD requires professional evaluation, usually by speech therapists or language specialists. However, parents and teachers are always the first to suspect that something is wrong. If a child is not making the same progress in language as their peers, if their sentences are too short, if they avoid participating in conversations or become frustrated with reading, it is best to seek counseling. Immediate action is necessary.
DLD is a common, frequent, and yet one of the least known neurodevelopmental disorders. Recognizing its signs and differentiating it from other problems is essential for timely intervention. As experts at the Catalyze project explain, language is the foundation of learning, and supporting these children from an early age is the best way to open up opportunities for them in the future.
Anastasia Ogneva is Assistant Professor at the University of Santiago de Compostela
This article was originally published by The Conversation and is republished under a Creative Commons license. read the original article