Rethinking Developmental Language Disorder: A Case for Recognizing Developmental Language Disorder as a Language-Based Learning Disability

Purpose: Developmental language disorder (DLD) affects approximately 7%–8% of children, yet it remains one of the most underidentified neurodevelopmental disabilities in U.S. schools. DLD is frequently conceptualized as an oral language difficulty or assigned a “speech impairment” designation, obscuring its academic manifestations and limiting access to appropriate supports. The purpose of this article is to examine systemic factors contributing to the underidentification of DLD and to argue for its recognition as a language-based learning disability. Approach: This viewpoint examines how Individuals with Disabilities Education Act classification structures, multi-tiered system of supports screening practices, and traditional assessment models contribute to the systematic underidentification of DLD. The article integrates contemporary research demonstrating the interconnected nature of oral and written language and the foundational role of language comprehension in literacy and academic learning. Key Issues: When assessment practices focus narrowly on speech or isolated language measures, the academic impact of DLD is often overlooked. Comprehensive, multidimensional assessments that incorporate standardized measures, curriculum-based tasks, dynamic assessment, and written language samples are essential for capturing the functional impact of DLD. When academic manifestations are present, DLD aligns with the federal definition of specific learning disability (SLD). Implications: Recognizing DLD within the SLD eligibility framework has important implications for eligibility determination, multidisciplinary collaboration, and equitable access to services. Recommendations are provided to support more accurate identification and classification of students with DLD and to align educational practice with current evidence.