Language learning difficulties

Communication difficulties can affect how students understand and use language. Students with these difficulties may struggle with speaking, understanding, or both. They might use short sentences, mix up word order, or say “um” often. These challenges can make it hard for them at home, in school, and with friends.

Communication difficulties are different from speech sound disorders, where the student has trouble making sounds. In communication difficulties, the student can make sounds but has trouble using them to communicate. This is a neurological condition that affects language development and is not necessarily linked to inattention or lack of interest. Students with these difficulties need extra help to improve their language skills.

What is typical?

Communication skills develop over time as students grow. Most students reach certain milestones as they learn to communicate. Here’s what you might expect to see at different ages:

• By age 2: Students can usually say a few words and understand simple instructions.
• By age 3: Students can speak in short sentences and follow simple directions.
• By age 4: Students can tell simple stories and understand basic concepts like colors and shapes.
• By age 5: Students can use full sentences and understand more complex instructions.
• By ages 6-7: Students can have conversations and understand stories read to them.
• By ages 8-9: Students can understand jokes and riddles and use language to express their thoughts clearly.
• By ages 10-11: Students can use language to learn new information and explain their ideas.
• By ages 12-14: Students can use language to discuss abstract ideas and understand different points of view.

During the literacy phase, students with typical development understand what is said in class, participate in conversations, tell stories, and can describe what they’ve done. Significant delays in these skills are a warning sign.

When should I be concerned?

There are signs that a student might be having communication difficulties. These signs can vary based on the student’s age. Students may have trouble learning and using language, both spoken and written. They might struggle with vocabulary, sentence structure, or having conversations. They may use short, simple sentences or put words in the wrong order. They might say “um” a lot or repeat parts of questions before answering. Students with communication difficulties might avoid talking to people they don’t know well or have a limited vocabulary. They may also have trouble organizing their thoughts or following directions.

If there is excessive word repetition, a poor vocabulary for their age, or if the student avoids verbal interactions, it is important to investigate. It’s also worth noting if there is a direct impact on academic performance, especially in reading and writing. The sooner these difficulties are noticed, the greater the chances of success with specialized intervention.

What can I do to help?

As an educator, you can try several things to help a student with communication difficulties:

1. Simplify your language: Use simple words and short sentences when speaking to your student. This helps them understand better.
2. Be direct: Clearly say what you mean. Avoid using too many words or complicated sentences.
3. Encourage repetition: Ask your student to repeat back what you said to ensure they understand.
4. Read together: Read stories out loud and discuss them. This helps build vocabulary and comprehension.
5. Play language games: Engage in games that involve naming objects, describing things, or storytelling.
6. Use visual aids: Use pictures or gestures to help your student understand words and concepts.
7. Provide positive feedback: Praise your student for their efforts and progress in communication.

Classroom Support

Talk to colleagues and school staff about possible accommodations your student may need. Some accommodations that may help include:

• Allow more timeto answer questions or complete oral activities.
• Let the student use gestures, drawings, or picture cardsto help them communicate.
• Accept short or multiple-choice answersinstead of requiring long written or spoken responses.
• Organize activities in pairs or small groupsto reduce pressure and give them more chances to practice talking.
• Reduce noise and distractionsduring activities that require speaking or listening.
• Offer different ways to do oral presentations, such as a recorded video or reading a prepared text.

Encourage students to participate without judging their mistakes. Working in partnership with families and healthcare professionals can make a big difference in a student’s development.

What kind of professional support can I seek out?

While you are not responsible for seeking professional support for a student, you play a crucial role in guiding caregivers toward the right help. You can suggest they speak with several types of professionals.

A speech therapistis the key specialist for communication difficulties. A psychopedagoguecan also help with related learning challenges, and a neuropsychologistcan perform an assessment to better understand the student’s cognitive processes.

You can also inform families about free support available through the Unified Health System (SUS). Care often begins at the nearest Basic Health Unit (UBS), which can refer them to specialized services. These may include Child and Adolescent Psychosocial Care Centers (CAPS i), Medical and Psychosocial Specialty Centers, and outpatient clinics at university or regional hospitals.

Within the school, you can also propose discussion groups and workshops on the topic with experts. Remember, the sooner a family is guided to the right support, a greater the student’s chances of receiving the care they need to succeed.