Arrange for a comprehensive assessment to diagnose the exact nature of the Language Impairment and to eliminate other possible causes for the student’s language difficulties. Consider the possibility that a child with a significant Language Impairment may find continuous processing of language very challenging.
Ensure that information and instructions given to the child are given in short, clear sentences, with accompanied practical demonstration if possible. Avoid long, complex verbal explanations for a child. Allow plenty of time and offer support when talking to the child. For instance, if the child has a word-finding difficulty, first allow them plenty of unpressured time, and then give support by offering them a couple of possibilities.
A Specific Learning Disability is marked by significant difficulties in the acquisition of basic skills in reading, written language, or mathematics. These difficulties occur despite adequate instruction and normal intelligence. This disability occurs due to a dysfunction in the way the child processes and retains information. This disorder often means that the child’s response to appropriate intervention may be slow and inconsistent in comparison with other children who are experiencing learning difficulties due to other reasons, such as missed schooling or inadequate instruction. Children with a Specific Learning Disability may often become very frustrated and lose motivation because of their continual struggles with learning.
Attention-Deficit Disorder comes in two main forms, which may overlap, so that the same child may have some characteristics of both forms of the disorder or one form may be strongly predominant.
Attention-Deficit Disorder (ADD) can be in an inattentive form. These are some characteristics of children with ADD:
Attention-Deficit/Hyperactivity Disorder is the impulsive-hyperactive form. These are some characteristics of children with ADHD:
They are easily excited and may not know when to stop.
Consider using cognitive – behavioural strategies to teach the child how to use self-monitoring to improve their own concentration and application.
Acknowledge episodes of appropriate concentration, even if these are brief and very occasional.