{"id":16038,"date":"2018-06-06T11:19:56","date_gmt":"2018-06-06T10:19:56","guid":{"rendered":"https:\/\/dide.org\/family-and-teachers-the-key-to-early-detection-of-sli\/"},"modified":"2018-06-06T11:19:56","modified_gmt":"2018-06-06T10:19:56","slug":"family-and-teachers-the-key-to-early-detection-of-sli","status":"publish","type":"post","link":"https:\/\/www.dide.org\/en\/family-and-teachers-the-key-to-early-detection-of-sli\/","title":{"rendered":"Family and teachers, the key to early detection of SLI"},"content":{"rendered":"<h2><strong>What does it mean to say that a child has a specific language limitation?<\/strong><\/h2>\n<p><span style=\"color: #000000;\">The <a style=\"color: #000000;\" href=\"https:\/\/www.nidcd.nih.gov\/\">National Institute of Deafness and other Communication Disorders<\/a> defines <strong>Specific Language Impairment<\/strong> as a condition that delays the mastery of language skills in children who do not have hearing loss or other developmental delays. It is also referred to as developmental language disorder, language delay, or developmental dysphasia. It is one of the most common <strong>childhood learning difficulties<\/strong>, affecting approximately 2 children in every school classroom. The effect or footprint persists into adulthood.   <\/span><\/p>\n<p><span style=\"color: #000000;\">Children with Specific Language Impairment <strong>(SLI)<\/strong> have experienced an alteration in the moment of acquiring oral language, which includes dysfunctions in one or more components (vocabulary, phonetics-phonology, syntax, morphology, semantics), which affects their expression and can hinder comprehension. However, many of them do not know it, because SLI is an invisible disorder: <strong> <\/strong>children do not show any physical or sensory alteration that allows it to be easily identified.<\/span><\/p>\n<p>&nbsp;<\/p>\n<blockquote>\n<h3><span style=\"color: #000000;\">Children with SLI have the fundamental communication tool affected: language<\/span><\/h3>\n<\/blockquote>\n<p>&nbsp;<\/p>\n<h2><span style=\"color: #000000;\"><strong>How does Specific Language Impairment (SLI) affect a child&#8217;s daily life?<\/strong><\/span><\/h2>\n<p><span style=\"color: #000000;\">Children with <strong>Specific Language Impairment<\/strong>, despite having normal intelligence, have <strong>serious problems expressing themselves when they speak and understanding when they listen<\/strong>. They have to work harder than their peers to keep up with the class and, therefore, get tired more quickly and find it much more difficult to follow instructions and understand. <\/span><\/p>\n<p><span style=\"color: #000000;\">In short, it affects them in:<\/span><\/p>\n<ul>\n<li><span style=\"color: #000000;\"><strong>Communication<\/strong> with others.<\/span><\/li>\n<li><span style=\"color: #000000;\"><strong>Reading<\/strong> difficulties and school performance<\/span><\/li>\n<li><span style=\"color: #000000;\">Deterioration of <strong>social skills<\/strong> and relationships with their peers.<\/span><\/li>\n<li><span style=\"color: #000000;\"><strong>Low self-esteem<\/strong>, frustration, and risk of depression<\/span><\/li>\n<li><span style=\"color: #000000;\"><strong>Difficulties in finding employment<\/strong> in qualified job positions.<\/span><\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h2><span style=\"color: #000000;\"><strong>Family, teachers, and educators are the key to early detection of an invisible disorder <\/strong><\/span><\/h2>\n<p><span style=\"color: #000000;\">In the first years of life, it is not considered worrying that a child has <strong>difficulties speaking or expressing themselves<\/strong>. Often, parents also do not know what is normal in the different stages of their child&#8217;s growth and it takes time to react. <\/span><\/p>\n<p><span style=\"color: #000000;\">\u201cWhen the teacher does realize, the necessary resources are not put in place to work with him and its importance is diminished, arguing that he will evolve because he is still very small,\u201d says <strong>Lloren\u00e7 Andreu<\/strong>, educational psychologist and doctor in psychology, professor and director of the university master&#8217;s degree in learning difficulties and language disorders at the UOC.<\/span><\/p>\n<p><span style=\"color: #000000;\">The SLI expert reiterates that these situations hinder the <strong>early diagnosis of Specific Language Impairment<\/strong>, losing critical years for the development of oral language and the problem later appearing in the learning of reading and writing.<\/span><\/p>\n<p><span style=\"color: #000000;\">It is obvious that the early detection of <strong>learning and development difficulties has an impact on the child&#8217;s well-being and motivation<\/strong>. Early detection is a victory for the child, for their family and for the educational system, since it avoids situations that can end in school failure or <strong>emotional problems<\/strong> derived from the lack of attention and specialized guidance. <\/span><\/p>\n<p><span style=\"color: #000000;\">Both families and <strong>teachers and educators are an important detection agent<\/strong>. Each from their field and in a complementary way can appreciate in children signs or indications of problems in the basic capacities and behaviors for learning: motor skills, socialization, language, attention and perception difficulties, and cognitive or emotional problems. <\/span><\/p>\n<p><span style=\"color: #000000;\">\u201cThe sooner the appropriate stimuli arrive, the greater the use of brain plasticity will be and, therefore, the negative consequences will be reduced.\u201d Says <strong>M\u00aa Jos\u00e9 Buj Pereda<\/strong>, collaborating professor of the master&#8217;s degree in Learning Difficulties and Language Disorders at the UOC. <\/span><\/p>\n<p>&nbsp;<\/p>\n<blockquote>\n<h3><span style=\"color: #000000;\">In short, for early and effective detection, the following is necessary:<\/span><\/h3>\n<h3><span style=\"color: #000000;\">1\u00ba- The collection of information from the child&#8217;s environment (their parents and teachers) through <a style=\"color: #000000;\" href=\"http:\/\/WWW.DIDE.APP\">automated methods.<\/a><\/span><\/h3>\n<h3><span style=\"color: #000000;\">2\u00ba The interpretation of said information and evaluation by a competent professional that leads to an effective detection of possible disorders for adequate and timely evolutionary monitoring.<\/span><\/h3>\n<\/blockquote>\n<p><span style=\"color: #000000;\"><strong> <\/strong><\/span><\/p>\n<h2><span style=\"color: #000000;\">Early detection tools with a great team: technology, observation, and knowledge. Dide method <\/span><\/h2>\n<p><span style=\"color: #000000;\">Detecting means perceiving something that remains invisible or hidden. And this is the basis of the <a style=\"color: #000000;\" href=\"https:\/\/www.edelvives.com\/es\/info\/dide-educacion\"><strong>dide<\/strong><\/a> methodology, an online <strong>educational tool<\/strong> used by families and professionals who intervene in the development of children and adolescents, so that, through different and varied questions, they identify what is behind the behaviors and habits of children, and be able to put the necessary means to correct, accompany or reinforce the needs that are presented. <\/span><\/p>\n<p><iframe title=\"Detecci\u00f3n dificultades aprendizaje e intervenci\u00f3n. Pilar Mu\u00f1oz, psic\u00f3loga\" width=\"711\" height=\"400\" src=\"https:\/\/www.youtube.com\/embed\/SUaaFqRYra8?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/p>\n<blockquote>\n<h3><span style=\"color: #000000;\">dide interprets the vision that parents and teachers have and turns it into very clear reports so that the competent educational counselor identifies possible difficulties.<\/span><\/h3>\n<\/blockquote>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #000000;\">Between <strong>2 and 4 years old<\/strong>, disorders corresponding to: <strong>emotional and behavioral areas<\/strong>, aspects of <strong>development and social skills<\/strong> and everything related to <strong>education and learning<\/strong> can be detected. From 5-7 years old, it is also possible to detect some aspects that negatively influence their day-to-day life (bullying, cyberbullying, addiction to new technologies, etc.). At this age, the demands of schooling highlight the <strong>difficulties in learning and emotional development NOT detected in time<\/strong>, causing frustration, demotivation, low self-esteem and disaffection for school in the child. <\/span><\/p>\n<p>&nbsp;<\/p>\n<p><img fetchpriority=\"high\" decoding=\"async\" class=\"aligncenter size-full wp-image-8677\" src=\"http:\/\/dide.org\/wp-content\/uploads\/2018\/09\/indicadores-dide-nuevo.png\" alt=\"\" width=\"1836\" height=\"1068\"><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #000000;\"><a style=\"color: #000000;\" href=\"https:\/\/dide.org\/indicadores_dide\/\"><strong>Consult the ages for the detection of the indicators studied by dide <\/strong><\/a><\/span><\/p>\n<p><span style=\"color: #000000;\"><strong> <\/strong><\/span><\/p>\n<h2><span style=\"color: #000000;\"><strong>Awareness Day on Specific Language Impairment (SLI)<\/strong><\/span><\/h2>\n<p><span style=\"color: #000000;\">As adults, people with language disorders, in addition to having more difficulties developing and maintaining friendships, will also have fewer opportunities in all jobs and activities that require good reading and writing skills. <\/span><\/p>\n<p><span style=\"color: #000000;\">September 30 is the international day for awareness of <strong>Specific Language Impairment (SLI)<\/strong>.<\/span><\/p>\n<p><span style=\"color: #000000;\">And on September 22, 2017, the day of <strong>awareness of Developmental Language Disorder<\/strong> (DLD) is celebrated for the first time, a <strong>new diagnostic terminology<\/strong> that results from the consensus of experts in speech therapy, psychology, education, medicine, audiology and representatives of associations of people with language pathology (see<\/span> <a href=\"http:\/\/journals.plos.org\/plosone\/article?id=10.1371\/journal.pone.0158753\">CATALISE: A Multinational and Multidisciplinary Delphi Consensus Study. Identifying Language impairments in Children <\/a>  Bishop et al., 2016).<\/p>\n<p><a href=\"https:\/\/dide.org\/evaluacion-orientadora-del-perfil-del-alumno-dide\/\"><strong>d\u00edde: early detection of problems that hinder the learning and development of children and adolescents.<\/strong><\/a><\/p>\n<p style=\"text-align: center;\"><a href=\"http:\/\/www.dide.app\"><strong><span style=\"color: #ff6600;\">Start now <\/span><\/strong><\/a><\/p>\n<p style=\"text-align: center;\"><strong><span style=\"color: #ff6600;\">CONTACT US<\/span><\/strong><\/p>\n<p>[ninja_form id=&#8221;6&#8243;]<\/p>\n<figure id=\"attachment_1627\" aria-describedby=\"caption-attachment-1627\" style=\"width: 159px\" class=\"wp-caption alignleft\"><a href=\"http:\/\/www.educaryaprender.es\"><img decoding=\"async\" class=\" wp-image-1627\" src=\"\/wp-content\/uploads\/2017\/01\/Mariposa_con_fondo-2-150x150.png\" alt=\"dide effect butterfly\" width=\"159\" height=\"159\"><\/a><figcaption id=\"caption-attachment-1627\" class=\"wp-caption-text\">Join the #efectodide <a href=\"http:\/\/www.educaryaprender.es\">www.educaryaprender.es<\/a><\/figcaption><\/figure>\n","protected":false},"excerpt":{"rendered":"<p>What does it mean to say that a child has a specific language limitation? The National Institute of Deafness and other Communication Disorders defines Specific Language Impairment as a condition that delays the mastery of language skills in children who do not have hearing loss or other developmental delays. It is also referred to as [&hellip;]<\/p>\n","protected":false},"author":5,"featured_media":12192,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[713,711,712],"tags":[834,835,838,836,837,839],"class_list":["post-16038","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-education-cabinets","category-family-education","category-teacher-education","tag-anamnesis","tag-childhood-learning-difficulties","tag-developmental-language-disorder","tag-dld","tag-sli","tag-specific-language-impairment"],"_links":{"self":[{"href":"https:\/\/www.dide.org\/en\/wp-json\/wp\/v2\/posts\/16038","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.dide.org\/en\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.dide.org\/en\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.dide.org\/en\/wp-json\/wp\/v2\/users\/5"}],"replies":[{"embeddable":true,"href":"https:\/\/www.dide.org\/en\/wp-json\/wp\/v2\/comments?post=16038"}],"version-history":[{"count":0,"href":"https:\/\/www.dide.org\/en\/wp-json\/wp\/v2\/posts\/16038\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.dide.org\/en\/wp-json\/wp\/v2\/media\/12192"}],"wp:attachment":[{"href":"https:\/\/www.dide.org\/en\/wp-json\/wp\/v2\/media?parent=16038"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.dide.org\/en\/wp-json\/wp\/v2\/categories?post=16038"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.dide.org\/en\/wp-json\/wp\/v2\/tags?post=16038"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}