{"id":65274,"date":"2022-10-14T19:10:30","date_gmt":"2022-10-14T23:10:30","guid":{"rendered":"https:\/\/world.edu\/?p=65274"},"modified":"2022-10-14T19:10:30","modified_gmt":"2022-10-14T23:10:30","slug":"what-is-dld-the-most-common-disorder-you-have-never-heard-of","status":"publish","type":"post","link":"https:\/\/world.edu\/what-is-dld-the-most-common-disorder-you-have-never-heard-of\/","title":{"rendered":"What is DLD – the most common disorder you have \u2018never heard of\u2019?"},"content":{"rendered":"

\"\"<\/p>\n

Developmental language disorder or DLD is a lifelong disorder that affects language comprehension and expression. People with DLD find it more difficult to say what they mean and to understand others.<\/p>\n

About\u00a0two students<\/a>\u00a0in every classroom of 30 will have DLD, so it is about as common as attention-deficit hyperactivity disorder (ADHD) and\u00a0much more<\/a>\u00a0common than autism.<\/p>\n

In fact, DLD has been described as the most common disorder that most people \u201chave never heard of<\/a>\u201d.<\/p>\n

We are researchers in inclusive education, who specialise in how schools can best support students who experience language difficulties. We work with a lot of these students and know how easily these difficulties are either missed or misinterpreted.<\/p>\n

How does this happen?<\/strong><\/h4>\n

In a new\u00a0study<\/a>, our team at QUT\u2019s\u00a0Centre for Inclusive Education<\/a>\u00a0surveyed more than 260 Australian teachers in both primary and secondary schools.<\/p>\n

We asked them to rate how good they were at identifying students with DLD, from 1 = \u201cpoor\u201d to 5 =\u201cexcellent\u201d. The average response was 2.77 (or just below \u201creasonable\u201d).<\/p>\n

Participants were then provided with a list of ten characteristics and asked to identify those reflecting difficulties with speech (how we say sounds and words), those reflecting difficulties with language (how we share ideas), and those reflecting difficulties with both. It is important teachers can distinguish between the two to provide the right support.<\/p>\n

Their overall accuracy was 48%, suggesting teachers need to know more about DLD than they think they do. Worryingly, discrepancies between teachers\u2019 perceived and actual knowledge could work to prevent them from seeking the professional learning they need.<\/p>\n

Under the radar<\/strong><\/h4>\n

DLD flies under the radar because its characteristics are subtle and easily misinterpreted. But the implications are serious if teachers don\u2019t know about DLD or how to support these students.<\/p>\n

Students with DLD struggle\u00a0academically and socially<\/a>\u00a0because language is how friendships are made and the school curriculum is taught. Students with DLD often perform well below their classmates.<\/p>\n

Without support, students with DLD can begin to feel ashamed, frustrated, and misunderstood, which can\u00a0lead to<\/a>\u00a0behavioural problems, suspension, leaving school early and unemployment.<\/p>\n

What should parents and teachers look for?<\/strong><\/h4>\n

DLD has been described as \u201chiding in plain sight<\/a>\u201d because it is mistaken for other things, such as poor behaviour or lack of interest in school.<\/p>\n

But there are some indicators which should prompt further investigation by a\u00a0qualified speech pathologist<\/a>. These include:<\/p>\n