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Croatian Medical Association - Rijeka branch
ISSN: 0025-7729
Vol. 41, No. 1, 2005, pp. 95-100
Bioline Code: me05013
Full paper language: Croatian
Document type: Research Article
Document available free of charge

Medicina, Vol. 41, No. 1, 2005, pp. 95-100

Diana Bulić-Šimić


Despite their normal intellectual capacity, children with spoken language communication disorders are frequently unsuccessful at learning, the consequence of which are their behavioural problems.
It sometimes seems that speech disorders occur only when the child starts school, while, in fact, they start much earlier but are not noticed or recognised as significant.
Children with developmental spoken language disorders have difficulties related to language acquisition, comprehension and expression. They often have specific impairments in their motoric skills, perceptual organization, concentration and attention, as well as in their emotional and social development.
Findings of many researches suggest that prematurity represents one of the most important risk factors responsible for language disorders and learning difficulties.
In case of major development disorders (especially if perinatal brain lesions are responsible for pathological development) children acquire language structures using other processes of interpretation when compared to their coevals without disorders, needing also more time for that. The application of therapeutic-habitational methods may stimulate processes of brain plasticity and contribute to the recovery of the impaired function, or at least alleviate deficiency, provided subject processes are initiated at an early stage, are directed correctly and conducted professionally.
Accurate and early diagnostics have to precede appropriate treatment programmes.

early detection of language disorders, appropriate treatment programmes, preventing learning difficulties

© © 2005 - Croatian Medical Association - Rijeka branch
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