What is it about?
Developmental Language Disorder (DLD) is a common condition that affects how children understand and use language, but it is often overlooked in schools. Many students with DLD are identified under “speech-only” services, which can limit access to the academic support they need. This paper explains how current school systems—especially assessment practices and eligibility categories—can miss the full impact of language difficulties on reading, writing, and learning. It highlights how language skills are closely connected to literacy and academic success, not separate from them. The paper argues that DLD should be recognized as a language-based learning disability within the Specific Learning Disability (SLD) framework. It also calls for more comprehensive evaluation practices that look at both spoken and written language, so students can be more accurately identified and better supported in school.
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Why is it important?
Developmental Language Disorder (DLD) is common, yet it remains significantly underidentified in schools. When language difficulties are overlooked or reduced to “speech-only” services, students may not receive the academic support they need to succeed in reading, writing, and content learning. This work is important because it highlights how current systems can miss the true impact of language on learning. By recognizing DLD as a language-based learning disability, schools can more accurately identify students and provide access to appropriate supports earlier. Improving how DLD is understood and classified has the potential to change educational trajectories, leading to better academic outcomes, stronger access to services, and more equitable support for students whose language needs are often hidden.
Perspectives
This work is grounded in my experience as a school-based SLP, where I’ve seen students with language disorders struggle academically while their needs are often reduced to “speech-only” services. Writing this paper was a way to better understand and articulate that gap and to advocate for a more accurate, integrated view of language and learning. My hope is that it supports more effective identification and better outcomes for students whose needs are too often overlooked.
Kristin Kirkley
Read the Original
This page is a summary of: Rethinking Developmental Language Disorder: A Case for Recognizing Developmental Language Disorder as a Language-Based Learning Disability, Perspectives of the ASHA Special Interest Groups, April 2026, American Speech-Language-Hearing Association (ASHA),
DOI: 10.1044/2026_persp-25-00209.
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