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Language Impairment

​Rule 6A-6.030121(1), F.A.C., specifies that a language impairment interferes with communication, adversely affects performance and/or functioning in the student’s typical learning environment, and results in the need for ESE. A language impairment is a disorder in one or more of the basic learning processes involved in understanding or in using spoken or written language. These include:
• Phonology: the sound systems of a language and the linguistic conventions of a language that guide the sound selection 
  and sound combinations used to convey meaning;
• Morphology: the system that governs the internal structure of words and the construction of word forms;
• Syntax: the system governing the order and combination of words to form sentences, and the relationships among the
  elements within a sentence;
• Semantics: the system that governs the meanings of words and sentences; and
• Pragmatics: the system that combines language components in functional and socially appropriate communication.
A language impairment may manifest in significant difficulties affecting listening comprehension, oral expression, social 
interaction, reading, writing, or spelling. A language impairment is not primarily the result of factors related to chronological  
age, gender, culture, ethnicity, or limited English proficiency.

Parents of children not yet attending school may contact Child Find if there are concerns with hearing, speech or language development.
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