In the last year practice in teaching is obtained at the primary " practice " school attached to each college, and students are also taught to make models explanatory of the various subjects of instruction after the manner of the Swedish Sloyd (Sli jd) system.
Specific language impairment (SLI) is also sometimes called childhood dysphasia, or developmental language disorder.
Children with SLI usually begin to talk at approximately the same age as normal children, but are markedly slower in their progress.
The child with SLI often has difficulties learning language "incidentally," (picking up the meaning of a new word from context or generalizing a new syntactic form).
Children with SLI are not cognitively impaired and are not withdrawn or socially aloof like the autistic child.
When compared to other children, SLI children do not have clear brain lesions or marked anatomical differences in either brain hemisphere.
Specific language impairment (SLI) describes a condition of markedly delayed language development in the absence of any apparent handicapping conditions.
SLI is also sometimes called childhood dysphasia or developmental language disorder.
Estimates of true SLI vary according to the age of identification.
Children with SLI usually begin to talk at roughly the same age as normal children but are markedly slower in the progress they make.
The child with SLI also often has difficulties learning language incidentally, that is, in picking up the meaning of a new word from context or generalizing a new syntactic form.
Children with SLI are not cognitively impaired and are not withdrawn or socially aloof like an autistic child.
SLI children do not have clear brain lesions or marked anatomical differences from other children in either brain hemisphere.
However, there is some indication that SLI can be passed down from parents to children.
One of the major stumbling blocks is the definition of the disorder, because children with SLI show many different kinds of symptoms which makes it hard to determine what the genetic cause of the disorder might be.
The left hemisphere of the brain seems to be specialized for processing rapid acoustic events, so perhaps the child with SLI has a unique difficulty in that part of the brain.
Some researchers investigate children with SLI who speak different languages to see if any patterns emerge in the kinds of difficulties the children experience.
Early identification is very important for the success of interventions for SLI.
If the child is significantly behind his or her age peers in terms of language development, SLI is likely.
If the child's vocabulary contains fewer than 50 words and the child does not use any two-word sentences, that is an indication of SLI or another language disorder.
SLI is generally treated by intervention that focuses on helping the child with whatever specific language problems he or she is having.
The child with SLI may become increasingly aware of his or her difficulties with language and may lose spontaneity and avoid speaking as he or she gets older.
The prognosis for children with SLI depends very heavily on the type and severity of the language problem experienced.
Children with SLI are often at risk for reduced performance in other areas of their lives because of their difficulty in mastering language.
SLI can lead to decreased social interaction and decreased school performance.
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