Disorders of oral and written language, recognized as one of the causes of illiteracy, need to be diagnosed and managed early. It is now estimated that approximately 4 to 5% of children of age have language disorders oral or written, of which 1% are severely affected. On 21 March, three ministries, those of the Education, Health and Disability, presented a three-year action plan comprising 28 measures to prevent disorders of language from kindergarten to better track and organize the monitoring of children.

The dysphasia, a disorder of language

The oral language disorders, which may take many forms, manifested by difficulties of organization and control of verbal productions, making it difficult to follow the course of the thought of the child and thus the possibility of communication with him. It also notes the difficulties of interpreting information, but lack of real understanding. It may be simple disorders of articulation, phonation, or a language that we encounter in a significant number of children.
Dysphasia is the most serious because it affects the development of the language, but be an intellectual. It is a disease probably related to damage to language centers in the brain, but the exact cause is unknown. It affects 1% of children of school age, boys more often than girls. The language of dysphasic child is not developing normally, the deficit is showing a more or less important and in various forms: indistinct words, phrase or word telegraph isolated disorders of syntax, pronunciation disorder, lack of the word, partial understanding of spoken language, etc..
Many warning signs can lead parents to worry about a language:

o the child is quiet during its first year of life and a little exchange activities;
o 18 months, it does not say words with meaning (dad, mom, that ...);
o 24 months, it did not sentence means of a few words and does not pose questions;
o 3 years, his speech is unintelligible, and only family members understand.

These disorders will obviously impact on academic learning and lead to difficulties in learning the written language. Nevertheless, there is no need to worry about before the age of 3 years because it is difficult before this age to distinguish between a child just lazy and a child with a real problem. The distinction between simple language delay and dysphasia is usually not until about the age of 4 years to kindergarten.

It grows 5 to 10% of school-age children and is manifested by difficulties in reading and spelling, which may be from the preparatory course. That is why early detection, before the entry into CP and rehabilitation tailored to allow the child to continue normal schooling.
The dyslexic child is normally intelligent, does not suffer any sensory deficit, visual or auditory. It is however unable to acquire the technical language to learn to read and write. This disorder is attributed to a defect in maturation of certain brain areas, probably genetic in origin. Today, there is no question of cause of psychological origin.
Dyslexia is characterized by errors in the sequence of graphics or graphic in the transcription of phonemes. The child confuses certain letters or phonetically similar forms close. It reverses the order of letters, syllables or words, can add some sounds or to delete. As a result, reading becomes a hesitant and incomprehensible. However, the child usually has good skills in mathematics, reflecting intelligence quite normal.

Care speech brings multiple benefits

Early diagnosis combined with adequate care are the success factors in the recovery of the functions of language, whether oral or written. The goal of rehabilitation therapy is to restore normal operation or allow the child to acquire compensation mechanisms enabling it to evolve. Parental involvement is essential because they will have to stimulate their child's language, listening and adapting their speech to his.
If it is a disorder of oral language, speech therapy exercises is to improve the body and motor coordination, memory and attention. During each year, the speech makes clear what is happening and provides a language model adapted to the language level of the child. In addition, a rehabilitation program is introduced language to extend vocabulary and improve speech. Dysphasic children will benefit from a multidisciplinary (speech therapy, psychomotor, psychological support), early and intensive.
In case of dyslexia, the objective will be to restore a level of reading and writing appropriate and help children gain confidence in his ability to learn. The rehabilitation will be tailored to the personality and the types of difficulties the child.
In total, rehabilitation therapy will enable the child to regain a positive image of itself, prevent school failure and its attendant consequences can lead to social maladjustment.