Rehabilitation of preterm school-aged children with speech and hearing problems: a solution requiring a reasoned approach

Le résumé fourni par la source

Common problems accompanying the development of preterm children include difficulties in speech perception and language use, which can lead to cognitive, communicative, social, and academic difficulties in school age. On the other hand, preterm children are at high risk for developing auditory impairments, which can affect not only the peripheral but also the central auditory system. Any level of auditory lesion, either isolated or in combination, can contribute to the development of central auditory processing disorders (APD). The article discusses the etiopathogenetic link between speech and hearing difficulties and dyslexia with APD. Based on the contemporary concept of the problem, an interdisciplinary approach to the diagnostic process is presented, which allows for identifying the nature and degree of speech and hearing disorders, and subsequently verifying the specific auditory deficit. The results of the diagnostic search enable the optimal (re)habilitation intervention, with a focus on auditory training. Depending on the identified disorders, either a peripheral «bottom-up» approach with correction of acoustic input and/or impaired central auditory functions is used, or a cognitive «top-down» approach aimed at improving higher mental processes, or a combination of both. When choosing the scope of (re)habilitation measures, the age and capabilities of the preterm child are taken into account.

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