Infosheet | Supervising students with DLD (Developmental Language Disorder (DLD)

A developmental language disorder (DLD) is a neurocognitive developmental disorder, meaning that language is processed differently in the brain. Students with DLD may have difficulty processing spoken language, may have a limited vocabulary, challenges with grammar and sentence structure, and difficulties with oral and written communication. Some also find it hard to remember and apply instructions or to formulate their thoughts fluently. This can be very energy-consuming and can affect their communication, learning process, and social interactions. 

By responding to both the strengths and challenges of students with DLD, you create an inclusive and stimulating learning environment in which they can reach their full potential. 

Challenges

• Organisational: difficulty processing instructions, planning and working independently.
• Learning difficulties: challenges in language comprehension, vocabulary, grammar and formulating thoughts.
• Social/emotional: limited social interaction, lower self-confidence and increased mental effort.

Positive characteristics

• Creative thinking: often finding alternative ways to express themselves and solve problems.
• Perseverance and resilience: accustomed to dealing with challenges.
• Visually strong: well-developed visual memory and thinking in images.
• Empathetic ability: able to empathise with others and often sensitive to non-verbal communication.
• Practical mindset: often learn well by doing and develop strong practical skills.

Limiting characteristics

• Difficulty with speech production and grammatical structure.
• Problems with language comprehension, especially with complex sentences.
• Limited vocabulary and word-finding problems.
• Challenges in structuring stories, both orally and in writing.
• Challenges in social communication, such as holding conversations and understanding non-verbal cues.

Structure and consistency

Regularity in tasks and clear expectations help to maintain an overview. Consistent instructions and working methods prevent confusion and uncertainty. Repetition and fixed patterns support the storage and application of information. By structuring communication and lesson planning, you create a predictable and safe learning environment in which students with SLI can function optimally.

Clear communication and instruction

• Use simple and unambiguous language.
• Give short and structured instructions, dealing with one task at a time.
• Use visual aids such as diagrams, pictograms and videos.
• Use PowerPoint presentations with a clear layout and a sans serif font (Arial, Calibri) in font size 24.
• Offer assignments in different forms (written, oral, digital).
• Ensure predictability through clear planning and structure.

Flexibility in testing and assignments

• Offer alternative forms of assessment.
• Give students extra time for exams and assignments.
• Formulate clear and unambiguous exam questions.
• Provide model answers and sample questions for preparation.
• Allow exams to be spread out to prevent overload.
• Copying notes from fellow students can be helpful.
• Offering online lecture recordings helps with revision and supplementing notes.

Supportive technology

• Use automatic subtitles during lectures (such as MS Teams or Zoom).
• Inform students about speech-to-text software and read-aloud apps.
• Allow the use of compensatory software during examinations.
• Offer digital note-taking tools with word prediction and spell check.
• Making lecture recordings available online helps with revision and supplementing notes.

Processing and studying course material

• Use learning objectives and sample questions to encourage self-study.
• Explicitly explain the link between study material and practice.
• Provide learning coaching to distinguish between main and secondary issues.
• Offer word lists and grammar overviews as support.

Support with assignments and exams

Assignments

• Provide clear, written instructions about scope and expectations.
• Check that the assignment is understood before students start.
• Break large assignments down into smaller sub-assignments with interim feedback.
• Allow students to use tools such as spell checkers and screen-reading software.
• Offer writing training to improve text structure.

Exams

• Provide a quiet exam environment and allow extra time.
• Offer verbal explanations after written exams.
• Use a laptop with support software for written exams.
• Provide sample questions and model answers for preparation.
• Formulate clear and unambiguous instructions.
• Provide guidelines on the length of the exam and the answers.
• Allow questions to be rephrased to check understanding.
• Allow extra time for oral and written exams.
• Oral explanations after a written exam can help.
• Allow the use of laptops with compensatory software during exams.
• Spread exams out to reduce stress.

Cooperation and social support

• Create an open atmosphere in which students feel free to ask for help.
• Encourage peer support and buddy systems.
• Provide a permanent point of contact within the programme.
• Collaborate with student support services for additional coaching and guidance.

Internship supervision

• Prepare students early on for the internship activities and expectations.
• Make the link between the course material and the professional field explicit.
• Discuss reluctance to communicate as a result of SLI.
• Allow students to use tools such as spell checkers when writing reports.
• Offer support with time management and planning.
• Use simple and clear language in assignments and instructions.
• Use visual aids such as diagrams, pictograms and videos.
• Offer assignments in different formats (written, oral, digital).
• Ensure predictability through clear planning and overview.
• Give short and structured instructions; deal with one assignment at a time.

Get started right away!

Start implementing the advice in the infosheet today to support students with TDL. Use the tips for different situations, from contact hours to graduation, and provide an environment where these students feel heard, supported and encouraged.