Developmental Language Disorder: How accessibility addresses barriers to learning and inclusion

Written by Georgia Button, Primary Teacher, St Margaret's Anglican Girls School

Introduction

When asked to think about what makes a great classroom, we often picture passionate teachers, dynamic lessons, and bright minds eager to learn. However, what happens when students are eager to learn, yet cannot access the teaching in front of them?

This is the reality for many children with Developmental Language Disorder (DLD), a hidden yet common condition affecting 1 in 14 children (Language Disorder Australia, 2022). For these students, the classroom can unintentionally become a barrier rather than a bridge to learning.

Dr Haley Tancredi, a lecturer at Queensland University of Technology and certified speech pathologist, explores this challenge in her recent presentation Is Accessibility the ‘Missing Piece’ in the Pedagogy Pie? Her research calls for a broader understanding of accessibility, one that moves beyond physical support to include the way we communicate and teach every learner in every classroom (Tancredi et al., 2024).

A broader understanding of accessibility is crucial, not only for fostering equitable learning environments. but for shaping the way schools and educators support students with DLD. The implications reach beyond individual teaching practices, influencing students’ ability to manage cognitive load, engage meaningfully in learning, and experience long-term academic success. Additionally, effective school partnerships can assist in accessibility strategies, ensuring every learner has the opportunity to thrive.

Understanding DLD

DLD is a neurodevelopmental condition that impairs a student’s ability to understand and use language. This impacts both expressive and receptive communication and, by extension, learning across all subject areas (Language Disorder Australia, 2022). Students with DLD often struggle to follow instructions, organise their thoughts or engage in classroom discussions due to difficulties with vocabulary, working memory, and language processing (Snow & Powell, 2014). Despite average intelligence, these challenges may lead to hindered academic success, emotional frustration, and difficulties in forming social connections. Despite its prevalence, DLD remains under recognised, making it essential for educators and families to understand both its impacts and the practical teaching responses that can make a real difference.

Impacts vs implications

Understanding the difference between the impact of DLD and its implications for practice is critical for responsive teaching. The following table offers a synthesis of how DLD affects students and the pedagogical responses required to address these barriers.

Impact of DLD on Students Implications for Teaching and Learning

• Difficultly understanding and using spoken language

• Inability to follow multi-step instructions

• Challenges with vocabulary and expression

• Reduced participation in oral discussions

• Misunderstood as inattentive, shy, or disinterested

• Use simplified, structured language with visuals to support comprehension

• Break tasks into manageable steps and provide written and visual reminders

• Pre-teach key terms, offer word banks, and model expressive language

• Provide alternative methods for engagement (e.g. drawings, written responses, group work)

• Provide alternative ways to contribute (e.g. visuals, written response, small group sharing)

What does Dr Tancredi’s research tell us?

Dr Tancredi’s research (2024) positions Accessible Pedagogies as essential rather than optional. Her work argues that even high-quality teaching is insufficient if it is inaccessible to students with language processing differences. Tancredi (2024) advocates for strategies that reduce cognitive load, such as using visual supports, minimising teacher talk, and providing consistent routines and multimodal representations of content. These strategies not only support students with DLD but benefit all learners, aligning with Universal Design for Learning Principles (CAST, 2024).

Accessible classrooms are environments where expectations are predictable, instructions are scaffolded, and students have multiple means to access content and demonstrate understanding. As Tancredi notes, accessibility is not a ‘bolt-on’ modification but a foundational aspect of inclusive practice (Tancredi et al., 2024). This aligns with broader inclusive education literature that frames access as both a human right and a pedagogical necessity (Foreman & Arthur-Kelly, 2017).

Accessibility and cognitive load

Australian research into classroom cognitive load (Sweller, 2011) supports Dr Tancredi’s position by recognising that students with Developmental Language Disorder often have reduced working memory capacity, which makes it more difficult for them to process complex verbal instructions or retain multi-step directions. These students benefit when teachers reduce the cognitive demand placed on verbal processing by using strategies such visual supports, consistent routines, and chunked information. By lowering the language load through Accessible Pedagogies, students with DLD are better able to engage meaningfully in classroom learning alongside their peers (Snow & Powell, 2014).

A school community partnership

At schools such as St Margaret’s Anglican Girls School, professional learning opportunities led by researchers like Dr Tancredi’s bridge the gap between policy and everyday practice. By inviting both staff and families into conversations about accessibility, schools can build a shared language around inclusive education. When schools adopt accessible pedagogies, and parents are informed and involved, students with DLD are far more likely to feel understood, included, and empowered to succeed (NCCD, 2022).

Conclusion

Although DLD is often invisible, its effects on a student’s learning, social connection, and wellbeing are profound. Without linguistically accessible teaching, students with DLD face significant barriers to participation and achievement. However, as research emphasises, the adoption of accessible, evidence-based teaching strategies provides a clear and achievable path toward inclusion. By recognising the challenges of DLD and embedding responsive pedagogies into everyday practice, teachers can honour their commitment to equity and excellence for all learners. As Dr Tancredi powerfully reminds us, accessibility isn’t an optional extra, it is essential. It is the ‘missing piece’ that ensures every child, regardless of how they learn, has the opportunity to thrive and belong.

References

CAST. (2024). The UDL guidelines. CAST. https://udlguidelines.cast. org/

Foreman, P., & Arthur-Kelly, M. (2017). Inclusion in action (6th ed.). Cengage Learning.

Language Disorder Australia. (2022, April 6). DLD – Developmental Language Disorder https://languagedisorder.org.au/what-islanguage-disorder/dld/ Nationally Consistent Collection of Data (NCCD). (2022). Classroom adjustments: https://www.nccd.edu.au/professional-learning/ classroom-adjustments-developmental-language-disorder

Snow, P. C., & Powell, M. B. (2011). Oral language competence in incarcerated young offenders: links with offending severity. International journal of speech-language pathology, 13(6), 480-489. https://doi.org/10.3109/17549507 .2011.578661

Sweller, J. (2011). Cognitive load theory. In J. P. Mestre & B. H. Ross (Eds.), The psychology of learning and motivation: Cognition in education (pp. 37–76). Elsevier Academic Press. https://doi. org/10.1016/B978-0-12-387691-1.00002-8

Tancredi, H., Graham, L. J., Callula Killingly, & Sweller, N. (2024). Investigating the impact of Accessible Pedagogies on the experiences and engagement of students with language and/ or attentional difficulties. Learning Environments Research https://doi.org/10.1007/s10984-024-09514-z