A learning disorder characterized by impairment in the comprehension and use of oral and/or written language (listening, speaking, reading or writing), which significantly interferes with communication and academic achievement and may:

·       Involve one or more of the form, content and function of language in communication

and

·       Include one or more of the following:

·       Language delay or disorder

·       Phonological delay or disorder

Language impairment differs from the category of learning disability in that it is not defined by a significant discrepancy between academic achievement and assessed intellectual ability.  Language impairment often co-exists with speech impairment, specifically an articulation and/or phonological disorder.  Very young children with language impairment may be re-assessed at a later grade level and identified with a learning disability or with another exceptionality (i.e., Mild Intellectual Disability, Behaviour, Autism/Pervasive Developmental Disorder, or Developmental Disability).

This identification should be supported with assessment by qualified personnel such as Speech-Language Pathologist, Psychologist, Psychological Associate or Psychoeducational Consultant.

An impairment in speech production which significantly interferes with the student’s communication and learning, (e.g. articulation and/or phonological disorder, dysfluency, apraxia, dysarthria, voice and resonance).  A speech impairment may also be associated with other exceptionalities such as intellectual, developmental and physical exceptionalities.

This identification should be supported with an assessment by a qualified Speech-Language Pathologist