Briefing paper
Description

Developmental Language Disorder (DLD) is a lifelong condition. People with DLD may require access to speech and language therapy services at different stages throughout their lifetime, particularly at transition points including preschool to primary school, primary school to high school and high school to further education.

In Australia supports for students with DLD are limited within public education settings. This is likely the result of poor public awareness of DLD by parents, teachers, and policymakers, as well as the heterogeneous nature of DLD.

Speech and language therapy and pathology services in schools are critical for promoting academic, social, vocational and emotional outcomes by facilitating student access, participation and inclusion in the curriculum and the broader school environment.

This Evidence Brief examines the impact of Developmental Language Disorder in Australia across the health and education policy settings.

Publication Details
DOI:

10.25916/2ga4-rw42

Issue:
Deeble Institute Evidence Brief no.22