Is your child struggling in school? Does he have trouble paying attention, sitting still or following directions? Does he find word problems in math difficult? Have you noticed that he does not seem to fit in socially? We all live in a world of words. Your child may have trouble coping because of an unidentified language disorder.

Language disorders constitute the largest handicapping condition in schools, and they can significantly affect academic and social success. A conservative estimate is that six percent of the total school population, between Kindergarten and Grade 12, has problems understanding or using language.

Language is the invisible information we all carry in our heads that allows us to understand the ideas of others and express our own. This can be accomplished through a variety of mediums including speaking, listening, reading, writing and nonverbal communication (e.g. eye contact, body language).

A child with a language disorder may have difficulty using one or more of these language mediums effectively. They may also have difficulty making or keeping friends, since language is our primary means of establishing and maintaining personal relationships.

It has been said, "Language is not just another subject in school. It is the means by which all other subjects are pursued." A child with an untreated language disorder is at significant risk for failure in school. Many children with undiagnosed language disorders are labeled "Learning Disabled." Research indicates that 70 - 100% of "Learning Disabled" children test below average in the area of language skills. Language disordered children may also be called "slow learners", "unmotivated" or even "behaviour problems" because of the hidden nature of their language difficulties. Language skills are the most important predictor of academic success (above social class or even I.Q.). Recognizing difficulties early is critical in helping to overcome them.

RED FLAGS FOR LANGUAGE DISORDERS

The following are some of the warning signs. A school-aged child with a language disorder may demonstrate any of the following:

• Difficulty following verbal directions.
• Brief verbalizations/limited interaction with others or excessive talkativeness.
• Slowness in developing basic concepts (e.g. numbers. Letters, categories, time).
• Poor peer interaction skills.
• Reading difficulties.
• Poor spelling.
• Trouble analyzing and relating information during listening or reading.
• Difficulties sequencing thoughts, or generating statements and questions that are organized and appropriate to situations.
• Frequent use of nonspecific vocabulary, e.g. saying "stuff on tree" instead of "ornaments," or "whatcha-ma-call-it" for "bike lock".
• Trouble understanding figurative language, e.g. "Get off the pot!".
• Difficulty comprehending the vocabulary in schoolwork.
• Reduced comprehension of main ideas presented in class lessons, written stories, or on TV shows.
• Trouble using questions to identify specific information or to clarify previous information.
• Weak ability to reference pronouns, e.g. "Dad and John came over. He brought my bike".
• Sloppy, incomplete or disorderly written work.
• Disorganized, impulsive, rigid, immature or easily frustrated.

Workshop: To learn more about language-based learning disorders, attend the "Square Pegs in Round Holes" workshop. Call the office (519-642-7370), register on-line, or obtain more information on speech-language pathology and special education services for children with ADHD.

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London ON N5X 3Z9

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