Language Disabilities

Learning disabilities come in all shapes and sizes from sever difficulty in areas to mild difficulty.  This is true when talking about language disabilities.  When diagnosing a child with language disabilities, there are certain indicators that teachers and administrators aalike should be watching for. Here is a list of a few indicators that show what the children may have difficulties with.

• Expressing ideas clearly, as if the words needed are on the tip of the tongue but won't come out. What the child says can be vague and difficult to understand (e.g., using unspecific vocabulary, such as "thing" or "stuff" to replace words that cannot be remembered). Filler words like "um" may be used to take up time while the child tries to remember a word.
• Learning new vocabulary that the child hears and/or sees 
• Understanding questions and following directions that are heard and/or read
• Recalling numbers in sequence (e.g., telephone numbers and addresses)
• Understanding and retaining the details of a story's plot or a classroom lecture
• Reading and comprehending material
• Learning words to songs and rhymes
• Telling left from right, making it hard to read and write since both skills require this directionality
• Letters and numbers
• Learning the alphabet
• Identifying the sounds that correspond to letters, making learning to read difficult
• Mixing up the order of letters in words while writing
• Mixing up the order of numbers that are a part of math calculations
• Spelling
• Memorizing the times tables
• Telling time

Many times these issues are discovered over time in the classroom, there are certain activities that teachers can do to help facilitate learning with language disabled students. The students are given a more individualized approach to learning language through different intervention technique.

http://www.ldanatl.org/

http://www.ldonline.org/

Above are 2 online resources to help with the understanding of language disabilittime