Prevention and intervention in speech and language therapy for the success of lexicographical acquisitions (English version)

Identifying school acquired disorders can only be done during primary school, after the child experienced failure along with the eventual negative consequences on his/her whole development. Establishing the risk factors for the occurrence of dyslexic-dysgraphic symptoms will allow setting some landmarks in designing and enacting the recovery steps during preschool age. We are going to show the outcomes of a project aimed at promoting good reports between professionals, teachers and parents; the characteristics and the special needs of children at the risk of developing dyslexic-dysgraphic symptoms. Stating the determinant premises for the success of the lexicographic activity, knowing the signs of success and identifying and monitoring the risk factors for the occurrence of the dyslexicdysgraphic manifestations, will become necessary and essential conditions for the prevention and, implicitly for an early remedial intervention. The achieved results confirm the efficiency of the intercession begun during the preschool age, materializing in avoiding failures in the following lexicographic activity. The lack of a bioethical frame specific for the speech therapist which exists at international level but has not been assimilated in our country may hinder the therapeutic success and thus the child’s bio/psycho/social development.