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Developmental language disorder (DLD) is one of the most prevalent neurodevelopmental conditions affecting children in schools today, but it may also be the least understood. While studies estimate that approximately 7% of children meet criteria for DLD — making it more common than autism — it remains under-identified and frequently misunderstood in educational settings.

For school-based speech-language pathologists (SLPs), DLD often presents as persistent academic, literacy or participation concerns in students who otherwise “sound fine,” making it challenging to identify. Here’s what you need to know to ensure students receive the support they need.

As a speech-language pathologist, I’ve encountered countless students struggling with speech sound disorders (SSD), which can impact their ability to communicate and their self-confidence. Proper assessment and effective intervention for speech sound disorders (SSD) requires a deep understanding of the complexities involved — and the tools that can help diagnose and treat these specific issues.

Speech sound disorders encompass difficulties with speech sound production, and they are most commonly classified as articulation or phonological disorders. Distinguishing between the two can be tricky — even with extensive training and education — but it’s essential to diagnose them accurately in order to determine the most effective treatment strategies.

This backgrounder provides information that might be a helpful refresher for practitioners and a good resource for the families with whom they work. 

Autism spectrum disorder (ASD) and attention‑deficit/hyperactivity disorder (ADHD) shape how students perceive, process and use language. For many adolescents — diagnosed or not — these neurodevelopmental profiles influence the subtle mechanics of social communication, the efficiency of language formulation, and the consistency with which they access increasingly complex academic content. As such, they may struggle to navigate conversational demands, decode nuanced language, or participate meaningfully in peer interactions, which can result in profound frustration and social‑emotional strain.

Speech-language pathologists (SLPs) play an important role in supporting kids with ASD and ADHD by designing interventions that move beyond isolated skill remediation toward functional, collaborative support across settings. The key is understanding the intersection between neurodiversity and language.

Key takeaways for school practitioners:

• Twice-exceptional (2E) students are among the most underidentified and underserved populations in schools.¹
• There are an estimated 360,000 2E students, which is 2–5% of gifted children.¹
• About 1 in 9 students (10.8%) in gifted programs could potentially be considered “twice exceptional,” meaning approximately 17–18% more students with IEPs should be identified for a gifted program.¹

Key takeaways for school practitioners:

• Sensory processing differences influence how students take in sensory information. Some may be more sensitive to sensory stimulation, like bright lights or loud noises; others may be less sensitive, which may cause them to seek sensory stimulation.¹
• Sensory processing differences can be experienced alone or in combination with ASD, ADHD, OCD and/or other conditions.¹
• Sensory differences may affect as many as 13%–16% of neurotypical children, and 88% of those with neurodevelopmental disorders.²
• Sensory processing issues can affect social and school participation, but they are not classified as a learning disorder or considered an official medical diagnosis. However, working with an occupational therapist can help children manage symptoms.¹

Key takeaways for school practitioners:

• ​​​Up to 1 in 5 children is affected by dyslexia, making it the most common of all learning disorders.¹

• Dyslexia is primarily neurobiological, meaning it stems from differences in the structure and function of the brain, particularly in regions involved in reading and language processing.²

• The most common signs of dyslexia include difficulty in sounding out letters, recognizing words, and struggles with reading fluency.¹ 

• Children do not grow out of dyslexia, so early intervention is key to helping them thrive.¹

Alzheimer’s disease has long been studied as a distinct condition with its own symptoms, progression, and treatment strategies. But researchers are increasingly looking beyond the diagnosis and asking bigger questions about the biology that drives neurodegeneration.

That broader perspective is the focus of the first episode in the Pearson podcast series, “The Progress Profile: Alzheimer’s Research in Focus.”

In this episode, Lon Schneider, M.D., director of the California Alzheimer’s Disease Center at the University of Southern California; and Stephen Salloway, M.D., founding director of the Memory and Aging Program at Butler Hospital in Providence, Rhode Island, join moderator John Harrison, Ph.D., associate professor of VU University Medical Center, to discuss the remarkable progress in Alzheimer’s research, the challenges that remain, and how advances in biomarkers, measurement, and early detection are changing the way scientists think about brain health.

Throughout the conversation, one message became clear: Understanding disease biology is just as important as understanding symptoms. Advances in Alzheimer’s research are creating new ways to identify pathology earlier, measure change with more accuracy, and develop interventions increasingly tailored to individual patients.

Rather than focusing only on where a patient is today, the conversation looked at where research is headed and how deeper biological understanding could transform the field.