THE ABC’S OF IEP’S It may seem obvious, but language is often the principal barrier to learning for many of our children with special needs. Trying to determine WHY a student is not grasping certain academic concepts can be tricky. My advice is to first rule out any language deficit, as would be the case for students learning English as a second language. When referring to a language delay or disorder, I am talking about students whose first language is English. When assessing a student’s readiness to learn, it is vital to assess their receptive, expressive, and pragmatic language skills. By carefully observing your child and keeping the following “clues” in mind, parents can determine early if a formal assessment from a speech-language pathologist is necessary. This can be done through First Steps in Indiana (https://www.in.gov/fssa/firststeps) when a child shows signs of developmental delays and is under
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40 Special Needs Living • April 2022
By Sheila Wolfe IEP Services
LANGUAGE DELAYS OR DISORDERS
three years old. Once a child turns 3, the public school is responsible for conducting the appropriate evaluations and providing early childhood intervention for those that qualify. Does your child understand what is said around them? “Receptive language” refers to the ability to process and understand the words of others. Does your child respond to their name? Can they follow simple directions? Can they point to familiar objects when someone names them? Receptive language develops first and is a parent’s first opportunity to observe how their child is developing language. Considering how much of the curriculum is usually delivered orally by teachers, this is a critical skill for learning in the classroom. Does your child use gestures to communicate? Prior to developing spoken language, children point to objects they want and/or things they want to show you. Children should also start to wave “hello” and “goodbye” and do things like give “high fives.” If your child does not show eagerness to interact with you non-verbally, this could be a clue that there is an issue. Is your child adding new vocabulary to their speech? The use of spoken (oral) communication is called “expressive language.” Even if your child is developing spoken language at a slower pace, they should be adding several new words to their vocabulary each week. Make note if the new words are added without direct teaching. It is “typical” that children pick up new words from their environment all the time. If your child is not doing this, it is important to begin early intervention. Do you understand what your child is saying (and do others)? Even very young children tell stories, describe things that happen to them, and comment on pictures. If your child experiences frustration when trying to communicate, this could be another clue. Is your child having behavioral issues at daycare/school? Behavioral issues can often be tied to frustration resulting from a communication problem. After all, can you imagine how infuriating it would be to need something and not be able to tell anyone? It is critical that parents and care providers understand the role communication plays in behavior. Until a child has functional communication, behaviors will come out as an expression of frustration.
