Language Disorders kind of look like learning disabilities

Language encompasses understanding language vocabulary and what language and rules to use in certain situations. You use different language when you talk to a child versus when you are doing a presentation versus when you are with friends. We call this and understanding turn taking, eye contact, and joint attention as the Pragmatics of Language.

What are 'language disorders'? In real general terms, it has to do with grammar:
The sentence structure rules
The rules for plurals, past tense, pronouns
The rules for what vocabulary we use when
The rules for putting together a cohesive paragraph and story sequencing
Websites:

MichaelAnne Roberts has a great website where you can set up a game-like format to work on adult aphasia issues OR with your child on language and articulation: www.bstlearningdirect.com

Parrot Software has software you can rent for aphasia therapy practice

Other Avenues that may help: I have taken the LindaMood-Bell learning series and feel these really help address language issues from a visual-strategy viewpoint. Feel free to checkout their website and give me a call: www.lindamoodbell.com
Ideas of tasks to do with your 0-3 year old child:

Puzzle Activity:  hold up 2 pieces of the puzzle and ask which one she would like; if she doesn’t state the name of object in the puzzle, state do you want the ‘____ or the ____?”; if she doesn’t state one of the names, tell her you will wait until she tries to tell you.  The final presentation style is to have her repeat the name of the object to receive the piece.  Praise her for using her words instead of grabbing for the pieces.

Book Activity: instead of reading to her, have her read and praise her throughout for ‘reading’.  Another venue is to point at objects in the pictures and have her state the names or have her point and you state the names (her stating the names if preferred). Asking who, what, where, when, questions in regards to the pictures also increases her vocabulary and comprehension.  If she doesn’t know what type of response to give, present it as “Is the ____ or _____?” with one of the choice obviously not even close to being an answer.

Craft Activity: hold up 2 choices of colors or names of pieces uses and state “do you want the ____ or the ____?”.  This includes color to choose for playdough, handing her cookie cutters by field of 2 choice instead of just grabbing for them. 

Free Play Choice:  ask where (which center) does she want to start her play.  If she doesn’t know the name of the centers (kitchen, book, paint center), give her a choice of 2.

Choice of toys also is a way to incorporate communication goals. Instead of saying a yes/no question ie "Do you want your blocks?", ask "Do you want your blocks or a book?".  Consider stating, "I'll wait until you tell me." and use pictures of the choices (even if they are rough hand drawings on paper) for the child to point to a choice and state the word.

 Use gestures along with the words for “I want” to encourage later for her to state from just watching you do the gesture.

 Have her imitate “my turn”, “move”, and “I want” phrases along with gestures in various interactions with peers. 

 Choice of drink:  “Do you want _____ or water?” . If no response state “I’ll wait until you tell me.” 

Utilize the picture request system, melodic intonation, and gesture-phonemes all references on.

otplan.com is a website to get ideas of tasks to do with kids. Check it out when you are wondering how to create tasks without having to buy anything. It asks you what types of things you have laying around the house and how to use them. Remember to create "I'll wait until you try' moments so the child has to say something in order to get the object.

How would I help? We would look into the types of language processes that are a challenge and then figure out how you learn best and then do more of that. So much of what speech therapy is about relates to the brain and how to humans take on new learning.

 

A school evaluation may not tell you all that you need to know
Contact me as to how you might approach the school speech pathologist, the IEP process, and the teacher. There may be reasons you aren't thinking of as to why the therapist says your child is making progress but you don't see it at home and the teacher doesn't see it in the classroom. It take a village to raise a child. If your child is left handed......type in the search box 'writing left handed so you and the teacher know how to present a piece of paper for the child to write upon.