EduPort #2025, #9(#2) | DOI: 10.21062/edp.2025.004

DEVELOPMENTAL DYSPHASIA AND SENSORINEURAL HEARING LOSS: A CASE STUDY OF MULTIDISCIPLINARY INTERVENTION IN SCHOOL-AGED CHILD

Ilona Pešatová1, Michal Vostrý1,2, Kateřina Hádková1, Vlastimil Chytrý 3, Kamila Bitalová3, Anna-Marie Wagnerová4
1 J. E. Purkyně University in Ústí nad Labem, Faculty of Education, Department of special and social education, České mládeže 8, 400 01, Ústí nad Labem
2 J. E. Purkyně University in Ústí nad Labem, Faculty of Health Studies, Department of Occupational Therapy, Sociální péče 13, 400 11 Ústí nad Labem
3 J. E. Purkyně University in Ústí nad Labem, Faculty of Education, Department of preprimary and primary education, České mládeže 8, 400 01, Ústí nad Labem
4 Department of Gynecology and Obstetrics, Faculty of Health Studies, J. E. Purkyně University in Ústí nad Labem and Krajské zdravotní, a. s. – Masaryk Hospital in Ústí nad Labem, o.z, Sociální péče 12A, 401 13, Ústí nad Labem

Developmental dysphasia, also known as developmental language disorder, is a prevalent neurodevelopmental condition that significantly impacts language acquisition, academic achievement, and social functioning. This article presents a case study of an 8.7-year-old pupil with mixed developmental dysphasia and mild bilateral sensorineural hearing loss. Comprehensive psychological, special-educational, and otorhinolaryngological assessments revealed marked deficits in verbal comprehension, phonological processing, and executive functions, contrasting with preserved nonverbal intelligence. The findings demonstrate how even mild perceptual hearing loss may intensify language impairment, compromise literacy acquisition, and hinder classroom adaptation. The case highlights the necessity of a multidisciplinary intervention strategy integrating speech-language therapy, special-educational support, pedagogical adaptation, and family involvement. Targeted activities focused on phonological awareness, auditory and visual discrimination, and working memory, combined with structured teaching and multimodal cues, proved essential. The study emphasizes that early and intensive intervention can significantly improve developmental outcomes, while prognosis remains dependent on impairment severity, comorbidities, and sustained professional collaboration.

Keywords: developmental dysphasia, developmental language disorder, sensorineural hearing loss, executive functions, phonological awareness, case study, multidisciplinary intervention

Published: September 1, 2025  Show citation

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Pešatová I, Vostrý M, Hádková K, Chytrý V, Bitalová K, Wagnerová A. DEVELOPMENTAL DYSPHASIA AND SENSORINEURAL HEARING LOSS: A CASE STUDY OF MULTIDISCIPLINARY INTERVENTION IN SCHOOL-AGED CHILD. EduPort. 2025;9(2):. doi: 10.21062/edp.2025.004.
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