Abstract
Language impairments in children vary greatly between developmental and acquired brain damage. While I agree with the view that the clinical symptoms of children with acquired brain damage are more similar to those of adult aphasia than previously thought, I would like to add that children with seriously abnormal EEGs show a higher cortical dysfunction, with the exception of language impairment.
As for children whose language comprehension is impaired, there needs to be discussion as to how to locate them as clinical patients, especially in relation to Aspergar syndrome. It should be judged in light of the detection of much more patients and the longitudinal studies.
The notion that the pathogenesis of dyslexia is attributable not only to a deficit of phonological awareness, but also to a visual processing failure is a welcome one. It is also important that therapeutic approaches be considered in accordance with the variation of symptoms in individual patients.
The development in Japan of a nationwide plan for the education of children with learning disabilities is a welcome move. However, children with developmental disorders will benefit from the implementation of an Individual Educational Plan (IEP). It is anticipated that an IEP will proceed in tandem with the support of a speech therapist.
