Talking about the ‘hidden’ speech disorder that affects 7.5 per cent of children – and how to get help to Developmental Language Disorder Kirsty Beggs with sons Robert (11), pictured right, and Zach (8). Both boys are being supported with language difficulties at Thornfield House School in Newtownabbey. Picture by latest seo services in lahore Hugh Russell
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IMAGINE the excitement of your first child starting to talk, copying words and then, for no apparent reason, losing those language skills and retreating into silence Developmental Language Disorder.
This is what happened to Glengormley woman
This is what happened to Glengormley woman Kirsty Beggs’s son Robert; eventually he was diagnosed with a condition which is estimated to affect about 7.5 per cent of children yet has such a wide range of symptoms that it often goes undetected for latest seo services in lahore.
Developmental Language Disorder (DLD), formerly known as Specific Language Impairment (SLI), affects the way children understand and use spoken language and, if not addressed, can have a negative impact on education and employment, as well as resulting in social and emotional problems of Developmental Language Disorder.
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Although DLD is a long-term condition which persists into adulthood, the key is finding ways to manage it and developing coping strategies to live with it.
The Royal College of Speech and Language Therapists (RCSLT), the professional body to which all speech therapists in Northern Ireland belong, believes it is vital to raise awareness of the condition among teachers, parents and even GPs.
Now aged 11, Robert is a pupil at Thornfield House School in Newtownabbey which offers specialist provision for pupils with a range of speech, language and communication needs.
Recalling the early days when her son’s problems first became apparent, Kirsty says: “It’s as if the words had just left his brain. He didn’t really speak, he would have pointed at things and made signs.
“The first person I approached was my health visitor and she organised speech therapy for him.
“As he got older, the words did start to come but the pronunciation didn’t come with them. ‘Cup’ was ‘up’. He was talking but it wasn’t very clear and he would have got upset and frustrated when he couldn’t make himself understood.”Robert Beggs (11) is ‘thriving’ after getting support for Developmental Language Disorder – a condition speech and language therapists believe is widely undetected. Picture by Hugh Russell
This is when the specialist help of Thornfield was enlisted, with the school initially providing outreach support.
. I know what he wants to say and can help him as well.
“At the first class I thought, ‘How I am ever going to learn this?’ but I learned it from Robert.
“When your child is suffering you will do anything to help them. He was this wee six-year-old in a world where a lot of his friends didn’t have these problems.
“He’s amazing now, a changed boy, very sociable. A few of his words are still unintelligible and if you don’t know him that well, you mightn’t catch what he says.
“He used to take it all to heart. He’s just learning now that it’s okay to be different.”
Unlike Robert, he was a “wee talker” when he was younger and his language was clear.
However, when it came to reading he had problems recognising words and being able to express himself and was struggling with literacy homework.
His problems were compounded when he fell from a trampoline and fractured his skull when he was five. Apart from the physical damage, he suffered emotional trauma which required specialist help but, like his brother, is now thriving.
For her and her sons, the past nine years have been a journey, which isn’t over yet.
“I am still learning how to help them communicate,” she adds.
Kirsty Beggs with sons Robert (11), pictured right, and Zach (8). Picture by Hugh Russell
However, while there may be no obvious ‘flags’ there are tell-tale signs that parents and teachers should be aware of.
“There may also be issues with developing literacy skills, using correct grammar, understanding sarcasm or idioms and actually making friends.
“This can impact on their behaviour and social development as well as in learning and keeping up in the classroom.”
She adds: “We know that good communication leads to positive long-term wellbeing and mental health.
“We are only training 28 this year at Ulster University and we need more places.
