The ABC'S of IEP'S-Language Delays or Disorders

By Sheila Wolfe - IEP Services

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 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.

Does your child use non-verbal communication and socialize with peers? Watch how your child plays with children and adults. Is your child interested in other children and adults? Do they make eye contact with others? A child with a language delay or disorder may struggle to play or socially interact with others. These skills are considered “pragmatic language” skills. School is not just a place to learn to read and write, it is also a place for students to learn to navigate and participate successfully in the social world. Professionals can assess pragmatic language in children and create an appropriate program to teach these skills.

My son’s primary barrier to learning was his language deficit. I experienced firsthand how hard it was for the school to teach a child to talk. Language is extremely complex and when a child doesn’t just “pick it up” through exposure as most children do, it is a skill that must be actively and intensely taught.

Back when I started my special education journey with my son, I discovered a tool called the ABLLS (Assessment of Basic Language and Learning Skills). Since that time, many new tools have been introduced that attempt to tackle the issue of improving language skills in children with special needs. For me, the ABLLS-R (revised) remains an extremely valuable tool for assessing a child’s “learning readiness” for a typical public-school setting with an emphasis on language development. The VB-MAPP is another (more recent) tool that is also used to assess a student’s language skills and school readiness. Both can be found at https://difflearn.com. These tools (and others) provide invaluable insight into the underlying skills necessary to be ready to learn at school (“learning to learn” skills).

Once a language need is identified, there are many programs/tools available to schools (including those above) designed to teach language to students with special needs. While I don’t pretend to know everything that is on the market currently, I can recommend a program my son used at school called “Language for Learning.” This program is intended to teach children the vocabulary needed to function and learn in a school setting. It also has additional levels including “Language for Thinking” and “Language for Writing” (https://www.mheducation.com/home.html).

Please don’t let others talk you out of your concerns regarding language development delays you might notice in your child. Yes, every child is different…but all children need to develop functional language skills as early as possible to navigate their world. Trust your gut. Seek professional guidance if you suspect an issue. If a delay or disorder is identified, make it a top priority for the school to address in the IEP. Until and unless language/communication barriers are overcome, academic achievement will not be possible.

Do you need help getting your child with special needs the services they NEED and DESERVE at school?

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Sheila A. Wolfe

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