DLD in the Classroom
Developmental language disorders require a different approach from teachers. Gonnie, a grade 3 teacher, explains: “DLD is very diverse, but for all children with DLD, language is difficult. One of the main issues is vocabulary.” Roelien, a grade 6 teacher, adds: “Children with DLD struggle to formulate sentences and to understand each other. During lessons, you spend a lot of time explaining the meaning of words in questions and assignments. Lesson preparation takes much more work because you have to estimate what students will and won’t understand.” Annelies, a speech therapist at Auris, recognizes this: “Unlike students without DLD, children with DLD often need many words explained because of their limited vocabulary. So even in subjects like math or science, you have to take this into account. At the same time, it’s important to ensure that not every lesson turns into a language lesson.”
Next Steps
The atmosphere at the project meeting was proactive and constructive. Participants worked hard on content while clearly enjoying the collaboration. The enthusiasm with which everyone engaged underscored the shared sense of urgency—and the conviction that this tool can truly make a difference for students with DLD. In the coming months, the team will work toward a first prototype and launch a pilot group where teachers, students, and developers collaborate closely. The energy during the meeting made one thing clear: this project is alive, and commitment is high. With this promising start, the foundation is set for a project that can make education genuinely more accessible for students with DLD.
