A parent recently wrote in: Is a language disability considered a learning disability? My son has problems with both expressive and receptive language. He has a big difference between his visual and verbal scores on his test. That turned his language delay into a disability. There was a very large difference between the two. He is much better with visual than verbal, but I knew that when he was little. He has always been very visual. He also needs some help with speech, but the main problem is language. He also needs help with social skills and behavioral help.

I do have an IEP meeting scheduled in a few weeks so it will be ready to be implemented when he starts 1st grade. What kinds of things should I have in his IEP so that he is taught visually? Is there anything I should ask about? He is already getting speech and language help one day a week at school, but his diagnosis has changed from delay to disability since that was implemented.

In one word, yes, a language disability is considered a learning disability.

The National Center for Learning Disabilities states the following:

Specific Learning Disability: A disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which disorder may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations. The term includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. The term does not include a learning problem that is primarily the result of visual, hearing, or motor disabilities, of mental retardation, of emotional disturbance, or of environmental, cultural, or economic disadvantage.

Disability categories: IDEA disability categories include autism, deaf-blindness, deafness, emotional disturbance, hearing impairment, mental retardation, multiple disabilities, orthopedic impairment, other health impairment (e.g., asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia and Tourette syndrome), specific learning disability, (e.g., Perceptual Disabilities, Brain Injury, Minimal Brain Dysfunction, Dyslexia, Developmental Aphasia), speech or language impairment, traumatic brain injury, visual impairment (including blindness), and developmental delay.

There are a few other things I’d like to share with you.

1. In CA there are services for those with severe speech &/or language disabilities. Kids are typically placed in a classroom where the teacher has a background speech & language [typically a speech & language pathologist].

Placement in a class that is specifically designed for speech & language students where I live are actually county classes – in other words, the county office of education has classes sprinkled throughout several public schools and they bus the kids to the specific school that has the program/class they need. These classes are for those with more severe language problems than one or two sessions per week with the speech person in a pull out program would be providing.

“Language is often described in two ways: expressive language and receptive language. Individuals with LD often have difficulty with both expressive and receptive language. There is a strong relationship between language and learning disabilities. Articles within this section provide information for parents and teachers about early warning signs of speech and language difficulties.” [LD Online]

2. Even if you send your child to a private school, if you want, you can access speech & language services from the public school. You will need to transport your child at the time of day the public school schedules him, but the public school should be providing it.

I was in a similar circumstance a number of years ago. One of my students was in a private school and I attended the IEP meeting at the public school. The parents kept the student at the private school but were able to transport him to the public school for resource services provided by the public school.

3. Regarding the IEP, you will want to come as prepared as possible. You might ask your son’s current teacher for any special things he/she is doing for your son. You will want to also make notes yourself on how he works best at home. To get a fuller picture of what is going on, you may want to avail yourself of an informal comprehensive assessment tool like the Learning Difficulty/Disability Pre-Screening Tool and Informal Comprehensive Identification Tool. It will give you a lot of information so you will be coming from a position of knowledge and strength to the meeting.

Hope this is helpful.

Bonnie Terry, M. Ed., BCET

Teaching reading has a variety of things involved with it. One critical area is in the phonemic awareness area and auditory processing. Kids need to learn the sounds, including the vowel sounds. The short vowel sounds for the short ‘e’ and the short ‘i’ are very close to each other. This makes them hard for kids to tell the difference. But, teaching the short vowels is easy when you realize the short vowels are actually ‘on your body.’ With this technique kids have a tactile cue in which to remember the sounds. Remember, when you teach with an association, retention improves dramatically! Watch the video to see where the sounds are and how to teach them to your kids.

Hope this is helpful!

Bonnie Terry, M. Ed., BCET

Elaine and Kim, are both homeschooling children with speech difficulties. Although their children differ in ages, preschool and junior high, they share similar concerns, fears, and desires.

They, along with homeschool moms nationwide, struggle to homeschool children with speech difficulties. Although speech therapy is an option, they wanted to know what else they could do at home, in the homeschool, to engage their children and aid them with their speech difficulties.

Dear Elaine and Kim,

I have 2 instances where speech is involved and what I did, plus a few more thoughts.

1. When my middle child was 2 (he’s now 28), he didn’t talk or respond to us unless we were looking him in the face–I could ask if he’d want to go for a walk or if he’d want a cookie and unless I pointed, he didn’t respond. What I did was force the issue, once I knew he could hear me (We had his hearing tested first). Then I required that he respond in sentences, 2-3 words at first and then gradually longer sentences in order to get the cookie or whatever the thing was that we were doing. Sometimes I had to hold his face so he was looking me in the eyes, and I’d have to push the point. “You won’t get _____ until you ask me for it.” It wasn’t a ‘mean’ thing, just a firm insistence that he respond with longer sentences.

2. When I was teaching a primary-age class about 33 years ago, I had a student that very rarely spoke and when she did, you could barely hear her. She barely spoke above a whisper. We did lots of activities to try to engage her voice. One day, we did an activity with an old refrigerator box where she was inside it with another student, and we pretended it was a train. I moved it from the outside, shaking it and talking about where it was going. All of a sudden, there were strange noises coming out of the box. She had ‘found’ her voice and was laughing. We had never heard her before. After that, she started using her voice.

3. Provide activities where there is ample opportunity to respond in songs, sounds, rhymes, or laughter.

4. The counties often have programs that are free for those preschoolers with speech problems. At least where I live they do. You might call your county office of education to find out.

5. I may be wrong, but IDEA states that a student with speech and language difficulties does qualify for services. You should be able to get services from the public school system even if you are not attending the public school. You will have to do the transporting to and from for the services, but he should be able to get them. That being said, being lovingly firm, expecting more as well as accepting that they may never talk too much, and being fine with that is something that you can do. Remember, our kids rise to our expectations, so aim high.

6. Get a better understanding of your child’s learning problems.

Hope this is helpful,

Bonnie Terry, M. Ed., BCET