SLI - just realising what this means to my DS

[Twunk]

I don't know why I'm posting, other than I have had a moment of clarity and am feeling so sad.

DS2 was diagnosed with leukaemia just over a year ago and that had naturally taken over our lives, but during that time DS1 (6) has been diagnosed with specific language impairment.

We live in the Netherlands so much of the advice about getting help etc doesn't apply. He's just started year 3 which is when they learn to read and he's struggling. He can't blend the sounds and often forgets which letters make which sounds, and then can't actually say the word anyway.

I made the mistake of googling and all I read is how his life chances and education are going to be blighted.

For background info - we speak English at home and our Dutch is limited, he attends a Dutch school which complicates matters.

His assessment shows that his intelligence is "high normal" (115 IQ in non-verbal test)

His vocab was limited but not severely - below normal though.

He LOVES talking in both English and Dutch. The issue is in both languages, though diagnosis was delayed owing to the mistaken belief (not by me!) that the bilingualism was the problem.

His problems extend to receptive language.

He is making improvements! Constantly. But the school are very concerned that he is finding learning to read very very hard. I'm still struggling with my feelings since DS2's illness started, and am not coping well with all this. I think I need some positive stories and suggestions for help.

Well things have moved swiftly today. I have arranged one extra SALT session per week, and she is going to help with his spelling. The school are going to see if he can go to a special language school 2 days a week for a year. The SALT says it is excellent. Fingers crossed (I thought we had to apply by April the year before). Can't believe support is being considered so quickly.

You will not believe the difference between six and eleven. DS2 has SLI, both expressive and receptive and other DX.

Good intervention does change outcomes. DS2 has direct SALT and OT, plus other things. At six, he was not even on some of the percentiles when tested, last week he came in as average .

DS2 is actually more independent with homework but don't forget you can get a tutor or older student to come in and help if he needs support. It doesn't have to be you.

DS1 has dyslexia, so any questions, do ask.

Yes I was thinking about getting someone to help with homework when he's older.

Thank you for positive story re DS2. DS1 wants to learn and wants to please so I'm confident at least for now he's going to make progress and he is, slowly but surely.

Actually, it all sounds pretty positive - I am very envious that you get offered help and support and that the school appears to be on the case and understanding.

But that doesn't take away from the worry and the realisation that our DSs struggle to do things that others acquire almost effortlessly.

SLI is one of the most underdiagnosed SpLDs - there is a good site on Youtube about it (Ralli) - and I think that is why it is often linked to poor life-chances.

My friend's son who is very bright couldn't decode phonics. He was about 8 and still unable to read when he changed schools. His new teacher figured out the problem, established an alternative way to teach him and he absolutely flew. He's now 16
and doing brilliantly!

Thanks barricades and lemmings. I'm trying to stay optimistic but every time someone talks to me about it I go straight back to panic. I think the last 16 months have just been so stressful I haven't recovered from the shock of being told that DS2 has leukaemia. I feel like I need a break - but then what can I do? Next week I have 2 SALT appointments for DS1 and a hospital check up for DS2 when we should be having fun or relaxing at home.

Anyhoo, turns out school have to apply for funding for this extra help and it's by no means guaranteed - so that's something else I can worry about

Sorry it's taking me so long to pitch in here, it's been a week from the seventh circle of hell...

Hi twunk, my 2 DSs both have SLI. They're also both profoundly deaf and dyspraxic. Over the years, we've had great support in place to manage the deafness and dyspraxia - but the SLI has been the toughest nut to crack.

Things are working well now though - the picture meir painted earlier of a slow, relentless grind in the early years followed by rapid acceleration later on is how things are happening for us right now.

We haven't found any silver bullets for SLI - it's taking a lot of effort, and finding support from the right SALTs. Not every SALT has the same opinion on what causes or contributes to SLI - some think it's down to auditory processing problems, others think its a language processing issue, some don't think it really exists at all yes, I'm talking about you, therapist in DS1's last placement

The DSs now have fantastic support in place from SALTs. The main reason it works is that they aren't people who pop into school for an hour or so as visitors, working in a pokey intervention room. They're integrated and respected members of school staff who directly support in the classroom, working with teachers to adapt the way that language is used in lessons.

The things you said on this thread at about 18.30 on Sunday struck a definite chord with me - that was pretty much our experience at that age. If you can get the right support (for you as well as DS), then there's every reason to be optimistic.

My DSs were written off by many professionals. Now they have the right support in place, they are very likely to get decent GCSEs if I stash their Minecraft & XBox stuff down a salt mine and functional, effective language. Neither of them will ever be a Poet Laureate, but I can live with that....

Thanks Ugger - the SALT we have works outside the school but DS1 is very fond of her, and she is in contact with the school to discuss how to approach this. The school says this is the first time they've had a child with this problem, which is almost certainly untrue as it is so often undiagnosed.

I have a meeting on wednesday. What I don't understand is what sort of strategies can be used to help children in this position to assist in language development, vocabulary and reading.

DS1 is making progress, and he isn't as sad as he was. He is getting lots of help from the classroom assistant. He seems to be keeping up with maths so far.

We have Minecraft too. I wouldn't mind but they want to watch videos about it whilst they do it, then talk about it endlessly afterwards.