Mixed receptive-expressive language disorder is the most common type of SLI, affecting approximately 2-3% of children.

Difficulty reading and writing is not a characteristic of SLI. However, children with SLI may have difficulty with reading and writing due to their language difficulties.

The primary goal of special education for students with SLI is to help them develop functional communication skills. This may include helping students to understand spoken language, express themselves through speech, and use language for social interaction.

Physical therapy is not a common intervention for students with SLI. However, students with SLI may benefit from occupational therapy to help them develop fine motor skills and coordination.

The IEP team is responsible for developing an individualized education plan (IEP) for the student, providing support and services to the student, and monitoring the student's progress and making changes to the IEP as needed.

Specific language impairment is not a type of SLI. It is a term used to describe children who have difficulty with language, but do not meet the criteria for a diagnosis of SLI.

The exact cause of SLI is unknown. However, it is thought to be caused by a combination of genetic and environmental factors.

Difficulty understanding spoken language is not a characteristic of expressive language disorder. However, children with expressive language disorder may have difficulty understanding spoken language due to their difficulty with language comprehension.

The primary goal of speech therapy for students with SLI is to help them develop functional communication skills. This may include helping students to understand spoken language, express themselves through speech, and use language for social interaction.

Occupational therapy is not a common intervention for students with receptive language disorder. However, students with receptive language disorder may benefit from occupational therapy to help them develop fine motor skills and coordination.

The parent plays a vital role in the education of a student with SLI. They can advocate for their child's needs, work with the IEP team to develop an appropriate IEP, and provide support and encouragement to their child.

Difficulty with social interaction is not a characteristic of mixed receptive-expressive language disorder. However, children with mixed receptive-expressive language disorder may have difficulty with social interaction due to their difficulty with language comprehension and expression.

The primary goal of language therapy for students with SLI is to help them develop functional communication skills. This may include helping students to understand spoken language, express themselves through speech, and use language for social interaction.

Occupational therapy is not a common intervention for students with phonological disorder. However, students with phonological disorder may benefit from occupational therapy to help them develop fine motor skills and coordination.

The teacher plays a vital role in the education of a student with SLI. They can provide a supportive and nurturing learning environment, modify instruction and materials to meet the student's needs, and work with the IEP team to develop an appropriate IEP.