In last week’s issue of the “Your Health” supplement, we talked about the basics and ways families can help their children return to school healthier, smarter, and more productive. It was administered to normal, healthy children who did not suffer from any disorders that might prevent them from integrating normally with their peers and lower their understanding and achievement levels.

Among these students we should not ignore the group of children with language developmental disabilities. The questions here are how to identify them and what we can offer to help them.

The educational environment represented by the school, especially in its early stages, focuses on academic, linguistic and social skills, with the aim of developing them to enable the child to continue through the following educational stages. Successful development in these early stages. There children are taught the rules of play, communication and social interaction. Here, there is a major challenge faced by children affected by a disorder in the development of language skills, which may require additional support.

Children and language learning

Dr. Head of Communication Disorders Department at “Your Health” Mental Care Clinics Complex in Riyadh. Wael met Abdul Khaliq al-Tagruri. He is an educator, researcher and consultant and associate professor for many organizations. College of Medicine at Al-Faisal University in Riyadh, he is also an international ambassador for the American Speech-Language Association specializing in speech-language pathology. As a speech and language pathologist we consulted him on the matter.

Dr. Weil began his talk by explaining the scientific fact that we should all be aware of that children learn language in parallel, but not always at the same time.

He explained that it is normal for some children to communicate linguistically early on and understand everything that is said to them, but others do not communicate linguistically efficiently and adequately, and some of them may have difficulty listening and paying attention. He also explained that it is possible that some children may suffer from speech or language problems before starting school.

“Preschool” children between the ages of 3 and 5, some of whom have the opportunity to enter kindergarten early, and others who have not yet. This last group has problems following directions or understanding questions when they start school. They may have difficulty learning new words or using appropriate sentences based on structural or semantic content. A child in this group may experience problems with both, known as developmental language disorders.

Indicators of language disorders

Are there signs of language disorders in preschool?

Dr. Wael Al-Dakrouri answers: Yes, there are indicators of language disorders at the preschool level, and these indicators appear at different language levels, represented by children who face problems in comprehension, expression and language use skills, and are as follows:

• “Receptive language”: problems in linguistic comprehension among children, when faced with difficulties in the stages:

– Pointing to objects and pictures when asked.

– Answer questions.

– Follow the instructions.

– Understand what people mean when they use gestures and gestures, such as shrugging the shoulders or nodding.

Understand long sentences and phrases.

Understand what people mean when they use pronouns and adverbs of place and time.

• “Expressive language”: Some children may suffer from problems with expression or speaking, which is called “expressive language” and is characterized by having problems at the following levels:

– Naming things.

– How to ask questions and use appropriate questioning tools.

– Vocabulary is mostly focused on nouns, and vocabulary is weak at the level of verbs and adjectives.

– Use gestures.

– Grouping words into sentences according to the child’s dialect, in the light of grammatical and morphological rules of spoken language.

– Learn songs and chants.

– Using correct pronouns and adverbs of time and place.

• “Practical language”: It is also possible that some children suffer from problems with language use skills called “pragmatic language”.

Learn how to start and maintain a conversation.

Knows how to take turns when talking to others.

– Changing the way you talk to different people and in different places. For example: speaking differently to an adult than to a small child and speaking louder outside than indoors.

• Reading and writing: While many children suffer from problems with comprehension and speaking, this is consistent with problems at the level of basic reading and writing skills.

Look at the pictures in the book and turn the pages.

– Telling a story with a beginning, middle and end.

– Naming letters and numbers.

– Learn letters and numbers.

Must be bilingual

Is bilingualism possible? Dr. Wael Al-Dakrouri explained that there are many myths about developmental language disorders.

A common myth in many societies is that “learning a second language can cause language problems.” This myth has been debunked and scientifically proven to be false. Children around the world learn to speak languages ​​other than their own, and a child with a developmental language disorder can have problems with both languages, so linguistically there is no harm in learning more than one language. .

Some may worry that “learning more than one language is bad for the child,” but this could not be further from the truth. In fact, knowing more than one language has many advantages; Many linguists believe that knowing a second language is beneficial to a child’s cognitive and perceptual development. Studies have shown that in bilingual children, the two languages ​​conflict, each requiring the ability to put one language down, as in trying to convince the child to choose it when responding to a linguistic stimulus. Other language preferred. It enables selective attention and cognitive flexibility; A recent study found that these skills are better in children who speak two languages, which is evident at the beginning of academic courses. Children who speak two languages ​​show progress in the cognitive domain, which is represented by a higher development of self-regulation skills that directly affects their academic future and the development of their social skills. Less contact with points, work, and various distractions, which can have a positive impact on academic development. When it comes to social interactions, he has more control over his behaviors and interactions.

Using more than one language with a child does not cause delays, while children who speak more than one language have a slightly slower onset of speech than children exposed to one language, but they are within normal limits. Studies suggest that children with delays in language and speech development can also benefit from learning more than one language system.

Treatment of preschool disabilities

On the treatment of language disorders in preschool children, Dr. Wael Al-Dagrouri affirms that the role of a certified speech-language pathologist is important and critical in developing children’s language skills, comprehension, and expressiveness. and use. An intervention program provided by a speech-language pathologist plays an important role in preparing a child to read and write.

Good language skills help a child learn, socialize, form friendships, and feel confident and self-confident, notes Dr. Vale.

It is important to note that the speech-language pathologist should work with the family and involve them in the treatment plan, which should include activities and possible goals such as:

Increase the child’s understanding.

– Improving how the child uses language to express and communicate effectively.

– Train teachers and families on how to communicate with the child and learn more about what can be done at home to help the child.

– Help the child use other methods of communication when necessary.

– Teaching early reading and writing skills.

Community Medical Consultant