Commonalities in Dyslexia, Language Processing, Developmental Delays: Building Self-Esteem
As a parent and advocate, I’ve spent a lot of time reflecting on how we can better support neurodiverse learners—children who face challenges with language processing, reading, comprehension, and communication. Through my journey with James, combined with the expert insights I’ve encountered, I’ve realised that many learning differences, such as dyslexia, developmental language disorder (DLD), ADHD, and autism spectrum disorder (ASD), have more in common than we might think. Instead of focusing on their differences, I believe we should bridge the gaps in understanding these conditions and take a more inclusive approach to learning, one that helps improve self-esteem and empowers neurodiverse learners.
Common Threads in Learning Differences
Reflecting on SENDCAST episodes featuring Louise Selby and Dr. Helen Ross, alongside research from Jill Boucher and Maggie Snowling, I’ve noticed a common thread in how learning, communication, and attention difficulties manifest in children with different diagnoses. A helpful approach is to understand that many of these conditions stem from shared challenges in processing language, not deficits in intelligence.
For example, dyslexia is often misunderstood as simply a reading disorder, but it’s more about how a person processes and decodes language. Dyslexic learners often struggle with phonics and word recognition, but this difficulty is not a reflection of intelligence. Likewise, developmental language disorder (DLD) isn’t a cognitive issue but involves challenges with syntax, semantics, word retrieval, and pragmatics (as highlighted in Maggie Snowling’s paper on Developmental Dyslexia and Specific Language Impairment: Same or Different?).
Interestingly, ASD is often treated as separate from language disorders, but Jill Boucher points out that this division can blur the lines between appropriate interventions. For example, in my studies of Intensive Interaction, I’ve observed that teaching non-verbal or minimally verbal children with autism using rigid, speech-focused methods can suppress their communicative intent. Nurturing their communication and language skills in a more holistic way—such as using Intensive Interaction techniques—could yield better results.
Additionally, Rita Jordan, in her work on autism with severe learning disabilities, highlights how children with autism may have fewer opportunities for language exposure and interaction, especially when learning disabilities are misunderstood or not specifically addressed. She suggests these children may experience limited exposure to natural language and meaningful communication, often due to inappropriate interventions. As a result, these children miss crucial opportunities for language development. Without this foundation, they may fall further behind their peers, even in basic social communication skills. This underscores the importance of creating learning environments that promote language development through natural interactions and respectful communication.
It’s essential to recognise that ADHD, ASD, and DLD share overlapping challenges in language comprehension, working memory, and social communication. Professor David Daley reminds us that children with ADHD or ASD may exhibit developmental delays, meaning their brain maturity often lags behind their chronological age. Their defiance, indifference, or struggles to learn are not personal choices but responses to cognitive and language processing differences.
The Power of Morphology in Supporting Learners
As Louise Selby explains in her discussions about dyslexia, traditional phonics approaches don’t always work for all learners, especially those with DLD, ADHD, and ASD, who may struggle with phonemic decoding. Morphological instruction, on the other hand, provides children with a meaning-based strategy for word comprehension. This approach is effective for all learners, not just those with language difficulties, as it helps children build a deeper understanding of language and the structure behind it.
Moreover, morphology can be particularly useful for learners who struggle with reading comprehension. For instance, a child who understands that “un-“ means “not” or “happy” means a positive emotional state can more easily figure out the meaning of unfamiliar words. Given that around 80% of English words are made up of morphemes, this strategy works for a wide range of learners, including those who may not typically be diagnosed with learning disabilities but still struggle with word meaning.
Bridging the Gaps and Improving Self-Esteem
One of the most concerning issues for children with learning differences is the impact on their self-esteem. Labels like dyslexia, ADHD, and autism can make children feel “less than” their peers, and over time, they may internalise these negative labels. In her SENDCAST talk, Dr. Helen Ross discusses the profound mental health effects of a dyslexia diagnosis, where children may begin to see themselves as “lazy” or “dumb” simply because they process language differently.
As a parent, it is heartbreaking to see any child begin to doubt their worth. Understanding the brain’s differences in processing language is key. We need to shift the conversation away from deficits and focus on a child’s unique strengths.
That’s why I created IAMJamesMum.org—to share our story and advocate for neurodiversity. By celebrating the idea that being different is not a deficit, we can help children build their self-worth and embrace their strengths, not just in language, but in all areas of life.
A Holistic Approach: Inclusive Practices that Celebrate Neurodiversity
In my view, the best way to support neurodiverse learners is through a holistic, inclusive approach that recognises the shared experiences of children with different neurological profiles. Instead of treating each condition in isolation, we need to adopt universal strategies that support all learners. This might include explicit teaching methods, a focus on morphology for language learning, and meaningful, context-rich environments where all learners can thrive.
I’m also passionate about the work of Hope Haven, which is working to build a model for welcoming and inclusive spaces for the SEND community. By creating environments where neurodiverse children feel valued and accepted, we help them not only build academic skills but also foster emotional resilience and improve self-esteem.
Moving Forward Together
The neurodiversity movement, championed by Advocates Apparel, Hope Haven, and this blog, is about creating a world where differences are celebrated and neurodiversity is recognised as a strength. Let’s continue to work together to bridge the gaps in understanding and build a more inclusive and supportive world for all neurodiverse learners.
Resources to Explore:
- Advocates Apparel: Supporting the neurodiversity movement with pride.
- Hope Haven: Celebrating neurodiversity through inclusive environments.
- SENDCAST Podcast: Insightful discussions on SEND, dyslexia, ADHD, and inclusion with experts like Louise Selby and Dr. Helen Ross.
- ACAMHS Learn: Free CPD sessions on ADHD, autism, and more, providing professional development in neurodiversity.
Additional References:
- Dr. Helen Ross, Trustee of the British Dyslexia Association www.helensplace.co.uk
- Louise Selby, author and dyslexia specialist www.louiseselbydyslexia.com
- Maggie Snowling, Professor at the University of Oxford, world-leading expert in language disabilities, including dyslexia
- Jill Boucher, Professor of Developmental Psychology, City University London
- Rita Jordan, Professor of Autism Studies, University of Birmingham
I am James' mum 