surveyed more than 260 Australian teachers in both primary and secondary schools.
Their overall accuracy was 48%, suggesting teachers need to know more about DLD than they think they do. Worryingly, discrepancies between teachers’ perceived and actual knowledge could work to prevent them from seeking the professional learning they need.DLD flies under the radar because its characteristics are subtle and easily misinterpreted. But the implications are serious if teachers don’t know about DLD or how to support these students.
using substitutes that sound similar but do not have the same meaning. For example, “sufficient” instead of “efficient,” or “pacific” rather than “specific”early yearsThese indicators are often not noticed by teachers and parents/carers who act as interpreters and guess what the child really means without even being aware that they are doing it.