Introduction: Providing professional learning to teachers on language development and disorders is known to improve knowledge and intended practices. However, there is currently limited information available for teachers to support students with Developmental Language Disorder (DLD) despite their challenges with academic achievement. Teachers are responsible for implementing adjustments and accommodations at school, but few report feeling confident. To address this knowledge-to-practice gap, a professional learning webinar was developed. Aim(s): This study aimed to determine if a professional learning webinar could increase teachers' knowledge, attitudes, and intended practices for students with DLD. Method: Australian teachers were invited to attend a 90 minute live professional learning webinar in October 2023. 523 prospective participants registered in 7 days. Participants completed pre- and post-webinar surveys adapted from existing measures, which involved rating their knowledge (23 items), attitudes (7 items), and educational practices (18 items) about DLD. Results: The results from 222 survey responses were analysed with representation from all states and territories. Approximately 50% of participants had not previously received training or professional learning about DLD, including during initial teacher education. Preliminary findings indicated a significant change in knowledge, particularly relating to core characteristics of DLD, such as it being a neurodevelopmental condition, impacting language development with an unknown cause. There was a reduction in the perception that DLD is caused by parents not talking enough to their children. Teachers reported increased knowledge and skills to support students with DLD, as well as greater confidence. Participants also reported more intent to use evidence-based practices, such as additional time, visual supports, and individual support. Conclusion: This study demonstrates a professional learning webinar can increase teachers' knowledge, attitudes, and intended practices for students with DLD. This can lead to greater awareness of DLD with teachers, and address the existing knowledge-to-practice gap.

Participants will be able to: 1) Understand the knowledge-to-practice gap for Australian teachers regarding students with DLD; 2) Describe the change in teachers' knowledge, attitude, and intended educational practices following the professional learning webinar; 3) Understand how changing knowledge, attitude, and practices can lead to evidence based supports for students with DLD.