Teaching Children with Language Impairments and Communication Disorders

Language has a central role and function in teaching and learning. In school language is medium, subject and knowledge carrier at the same time. Therefore students with language and communication disorders require particular didactic-methodological support for learning and knowledge acquisition that is tailored to their specific linguistic processing limitations. These restrictions may affect speech perception, cognitive language processing and speech production. In this paper methodological and didactic concepts and possibilities are discussed, which provide specific support to children with language impairment in school learning in general, and at the same time facilitate working on curricular and speech therapy goals. They should always be considered when planning lessons for children with language impairment, regardless which school they attend.