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Speech Pathology Australia: Speech Pathology in Schools Project 39
Terminology
Developmental language disorder is used to refer to conditions with no known differentiating
condition. However, this does not include any nonverbal criteria – children with low normal-range
nonverbal ability can be included as cases of DLD. Generally children with intellectual disability will be
identified as having a language disorder with an identifiable genetic or neurological cause.
It is anticipated that the word “developmental” would be dropped in adulthood, leaving the diagnosis
“language disorder” – there is not a specific agreed age at which the change is made, and may
depend on the individual’s choice.
Language disorder is the adopted term for children who are likely to have language problems
enduring into middle childhood and beyond, with a significant impact on everyday social interactions
or educational progress.
Where language disorders occur as part of a more complex pattern of impairments it is suggested
that the term “language disorder associated with X” is used, where X is the differentiating condition.
Differentiating conditions may include ASD, genetic conditions such as Down syndrome and sensori-
neural hearing loss.
Terminology
References
Bishop, D. V. M. Snowling, M. J., Thompson, P. A., & Greenhalgh, T. (2016). CATALISE: A
multinational and multidisciplinary Delphi consensus study. Identifying language impairments in
children. PLoS One 11(7), e0158753[CT26].
Dorothy Bishop gave a lecture for RCSLT about the project. and
Susan Ebbels also summarised
This summary has a good diagram of the questions to consider in reaching a diagnosis of DLD, and
also provides links to good research papers including
Team teaching
The classroom teacher and the speech pathologist each teach from their respective areas of
expertise. Prior planning must take place for a team teaching model to be successful. The speech
pathologist and the classroom teacher must decide how they will divide the workload responsibilities
related to the classroom organisation, the type of lesson design, the materials, the behaviour
management or conflict resolution approach, time management, the materials, modifications and/
or adaptations needed, the assessment activities, and accountability exercises, (e.g. who conducts
the parent–teacher conferences). Team teaching may prove to be very time-consuming in the early
stages. Once the groundwork has been established, however, all parties benefit from providing
services to students.