Speech and language differences

HomeSchool resourcesSpeech and language differences
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Speech and language differences

HomeSchool resourcesSpeech and language differences

Topic summary

Some students may learn to comprehend and express meaning through language differently to their peers, and require additional support to develop these skills.

The terms speech, language, and communication are often used interchangeably, but they have distinct meanings. Language refers to the comprehension and use of words and sentences to convey meaning, and can be written, spoken, or signed. Speech refers to the production of vocal sounds and involves both motor and linguistic skills. It is possible to have impaired speech but intact language.

Communication encompasses both language and speech, and includes both verbal and nonverbal means of expression. Difficulties with speech, language, and communication may be due to neurological differences, or the result of an accident or pre-existing medical condition such as sensorineural hearing loss. 

Language learning difficulties and language impairments are very common, and can have a significant impact on students’ ability to succeed at school and beyond. Students who experience difficulty understanding and/or expressing themselves through language may struggle with understanding words, following instructions, answering questions, remembering what someone has said, and paying attention. They are highly likely to struggle with learning to read and write. One of the most common forms of language-based learning difference is Developmental Language Disorder, a neuro-developmental condition, and it is estimated that up to 14% of people may have DLD.

The complex nature of language means that the identification and definition of language-based learning difficulties has not been straightforward, and there has been a lack of agreement on how to identify and classify these differences. However, there is a growing body of evidence on how to effectively support students with a range of speech and language difficulties.

It is important for teachers and schools to be attentive to difficulties students may be experiencing in understanding and expressing themselves verbally and non-verbally through language. Often language-based difficulties may be mis-identified as poor behaviour or a lack of attention. Many students may require specific support, and it is important for teachers to work with specialists such as speech language therapists. There are also many ways that teachers can support these students as part of their regular practice, such as effectively teaching new vocabulary, using multi-modal ways of presenting information and instructions, and attending to students’ cognitive load demands.  

  • How can I use a range of visual tools to support students’ understanding of verbal information and instructions?
  • How can I effectively support students’ learning of new and discipline-specific vocabulary?
  • Can I provide students with opportunities to express their learning in a range of modes?
  • How can I work with specialists to support students with speech and language-based learning differences?

Research reviews

An introduction to Developmental Language Disorder

An overview of DLD, one of the most common forms of neurodivergence, and how to support students with DLD in the classroom.

Developmental Language Disorder in primary school

Approaches and strategies for supporting students with Developmental Language Disorder in primary school classrooms.

Developmental Language Disorder in secondary school

How to promote the success of students with Developmental Language Disorder in secondary school.

Webinars

Understanding Developmental Language Disorder and how it can affect learning

LIVE EVENT: 7.30PM TUESDAY JUNE 24, 2025
Speech pathologist Vanessa Leaver will talk about DLD, how it can affect children and young people at school, and how to support students with DLD in the classroom

Supporting neurodivergent students in the classroom

Dr Emily McDougal (Anna Freud Centre) shares insights from her work into supporting neurodivergent students in schools and classrooms.

Neurodiversity in education

Exploring the challenges that neurodiverse students face in schools and as they move on to tertiary education, as well as how teachers and schools can help to ameliorate these challenges

Infographics

The neurodiversity paradigm

How can you adopt a strengths-based approach to help neurodiverse students succeed in your classroom?

Snapshots

The illusion of inclusion

The experiences of neurodivergent children and those supporting them in Aotearoa New Zealand’s education system – this report reveals the perspectives and experiences of 2,400 people engaged with neurodivergent young people

Removing barriers to success for neurodivergent students

Dr Chiara Horlin offeres practical ways that teachers and schools can help to ameliorate these challenges and support neurodivergent students to celebrate and use their strengths in the classroom.
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