Blog

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