1. Language Based Learning Disability
Nancy Albertson, M.Ed., CCC/SLP
Marge Gasthalter, M.A., CCC/SLP
Karen Manchester, M.S., CCC/SLP

2. What is a language based learning disability?
How do we treat it?
Who provides the needed interventions?
Why was my child’s classification changed from speech/language impaired to learning disabled?

3. What is a learning disability?
According to New York State, learning disability means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which manifests itself in an imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations.
NYS Part 200.4

4. What is a speech or language impairment?
According to New York State, a speech or language impairment is a communication disorder, such as stuttering, impaired articulation, a language impairment or a voice impairment, that adversely affects a student’s educational performance.
NYS Part 200

5. What is language?
Language is a means of communication that includes gesture, oral expression, auditory comprehension, reading, and writing.
Language is a code. It is a way of translating one’s ideas into sounds and symbols that someone can understand.
Language helps you think. Words and sentences help us to formulate ideas and solve problems.
Dr. Melvin Levine, The Language Parts Catalog, 1989

6. What is a language disability?
A language disability is a disorder found in children of at least average intelligence that may affect speaking, listening, reading, or writing in any of these combinations:

7. Difficulty with language sounds (phonemic awareness).
Difficulty learning and recalling words and their meanings (semantics).
Difficulty with language form (grammar and syntax).
Difficulty producing and/or understanding language discourse.
Difficulty using language for social interactions (pragmatics).

8. What is the relationship between language and literacy?

9. Typical language development provides the foundation for the development of reading and writing.
Vocabulary, sentence structure and grammar are important to the development of reading and writing.
Phonological awareness is critical to decode print.
Children who have problems with spoken language and language comprehension frequently experience difficulties learning to read and write.
Speech/Language Therapists possess the knowledge and training to support the development of language as a foundation for literacy.

10. What does a language-based learning disability look like?

11. In the preschool years
These difficulties are usually expressed as delays in the acquisition of both oral language and comprehension.
Late talkers
Limited vocabulary
Immature sentence structure
Limited verbal output
Trouble following directions
Poor understanding of discourse

12. In addition, in the early elementary (K-3) years
Difficulty sharing experiences and retelling stories (narrative)
Failure to develop phonological awareness skills

13. By the “middle” years (grades 4-8)
Weak vocabulary
Prevalence of simple sentence structure
Reduced rate of processing, retrieval, and formulation
Superficial processing
Concrete/literal comprehension
Weak integration skills
Tangential responses

14. By high school Very significant delay in word development
Weaknesses in figurative language (similes, metaphors, idioms, proverbs)
Weaknesses in abstract language (inference)
Difficulty understanding and using expository/academic language and concepts
Difficulty understanding and using sophisticated syntax
Weak metacognition

15. What language and academic services do our schools provide for children with language-based learning disabilities?

16. RTI (Response to Intervention)
Differentiated classroom instruction
Instructional Support Team (IST)
Speech/language therapy
Reading support
AIS (Academic Intervention Services) for children who do not meet criteria on New York State assessments

17. CSE Speech/language therapy
Special Education teacher (reading, writing, study skills)

18. What do speech/language therapists do?
Identify, assess and treat speech and language problems
Consult with teachers, parents and other professionals
In our district, speech/language therapists address listening comprehension and oral expression while classroom teachers, reading specialists and special education teachers address reading and writing.

19. What is language therapy?
The goal of language therapy is to develop the underlying listening comprehension and verbal expression skills necessary for the student to better access the curriculum.

20. Skills that speech/language therapists address include:
Vocabulary development
Retrieval strategies
Phonological awareness
Grammar and sentence structure
Following directions
Asking and answering questions
Sequencing
Narration
Paraphrasing and summarizing
Non-literal language

21. Why do we change a child’s classification from speech/language impaired to learning disabled?

22. Over time, a child’s difficulties in listening and speaking impact the development of reading and writing and the ability to access the curriculum.
In the preschool and early elementary years, children learn primarily through auditory and verbal modalities.
By the middle years, children learn through print. The focus of the instruction changes and the nature of the intervention changes as well. While the disability remains language based, the child’s difficulties meet the definition of a learning disability.
At this point, the student’s needs are best met by the special education teacher, who focuses on the reading, writing, math and study skills necessary to access the curriculum.
The learning disability classification more accurately reflects the student’s areas of need.