Overcoming Obstacles to Early ID and Intervention for Students with DLD

Early identification and intervention for Developmental Language Disorder is vital to success in school. Students with DLD are at risk for social and academic failure as language skills are essential to literacy, understanding classroom instruction and navigating relationships with peers. However, challenges exist when delivering services in schools. At the Upper Grand District School Board, S-LPs and support personnel provide literacy-based language intervention to students with moderate to severe language disorders in SK to Gr.2. Participants will be introduced to the UGDSB’s Kindergarten Communication Skills Evaluation, Language Intervention Through Engaging Stories (LITES) and the Narrative Evaluation Tool for progress monitoring.

Authors
  • Mary Ann Schouten, MSLP, S-LP(C), Reg. CASLPO, Upper Grand District School Board
  • Kristen Smith, MClSc, S-LP(C), Reg. CASLPO
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