This article addresses the issue of supporting the development of children diagnosed with speech disorders, while also providing information on speech therapy prevention for children who do not exhibit speech-related difficulties. The aim of the article is to outline how teachers can support the development of their students, both those with speech disorders and those without any difficulties. The article emphasizes the importance of an interdisciplinary approach to child development, in which the child’s immediate surroundings, including the teacher, play an essential role. Speech development is a crucial aspect of human life, beginning in the prenatal period. To effectively support a student with speech difficulties, it is necessary to understand the process of speech acquisition, the pathomechanisms underlying common speech disorders in children, and the basic therapeutic interventions used by speech therapists.

The article is an attempt to systematize contemporary scientific knowledge regarding tongue-tie diagnosis problems. The authors made a broad review of the literature, trying to find answers to questions that concern speech therapy practitioners in their everyday work. Case studies and publications with a low level of scientific evidence were excluded from the review. The analysis of the literature showed how many extremely important questions remain unanswered and how little reliable information can be used to follow evidence-based practice.

The following article presents a case study of a child treated with orthotropy and functionally stimulated during speech therapy. In the first part, the author outlines the assumptions of orthotropy in the context of orthodontics and identifies the aspects of speech therapy that should complement the interventions carried out by the orthodontist. The second part describes the study’s methodology and progression, details the patient’s diagnosis and treatment, and presents the author’s conclusions.

A case study of a male patient with Parkinson’s disease who experienced complications and a hemorrhagic stroke involving subcortical structures following a second neurosurgical operation for Deep Brain Stimulation (DBS) application is presented. The dynamics of the resolution of individual linguistic and motor symptoms were assessed. Five periodic diagnoses were performed in the subacute stroke phase. Gradual resolution of linguistic disorders resulting from the neurological incident was identified. Despite confounding variables such as therapeutic care, the dynamics of changes were significant enough to characterize them in the context of thalamic subcortical aphasia and co-occurring hypokinetic dysarthria. In cases of complex neurogenic speech disorders resulting from subcortical structure damage in the subacute stroke phase, it is reasonable to assess the dynamics of symptom progression correlated with neurostructural and physiological analysis.

Hearing loss, aside from age-related degeneration of the nervous system, is one of the most common causes of difficulties in communication and social functioning among seniors. The aim of the study was to identify factors influencing the functioning of people over sixty years of age with hearing impairment. The analysis was made based on a review of the available literature. These factors were classified according to Uri Bronfenbrenner’s bioecological model of human development. This framework made it possible to illustrate the complex interactions of multi-vector factors that, to varying degrees, influence the lives and social functioning of older people within a broad context encompassing health, family, social, legal, organizational and societal conditions.

The aim of the study was to provide a reliable tool for identifying feeding problems in children from the first month of life up to three years old. This tool is the Scale for Assessing Sensitivity of the Oral-Facial Complex (SASOFC), which consists of two subscales: Sensory Hypersensitivity and Oral Functions, Anatomy, and Functioning of Articulatory Organs. The first subscale is completed by a specialist based on an interview with the child’s parents or caregivers. The assessment using the second subscale is conducted through a physical examination of the child. Construct validity was established in a study of 305 children aged 0–3 years. The normative sample (n = 153) and the clinical sample (n = 152) were recruited from daycare centers. Comparison of the mean scores between the normative and clinical samples achieved high significance in both subscales. The scale also demonstrates high reliability indices (test-retest 0.99; α = 0.96) and validity (Fleiss’ κ 0.65). Based on the obtained results, percentile norms corresponding to the sample were constructed. We conclude that the Scale for Assessing Sensitivity of the Oral-Facial Complex (SASOFC) is an important and reliable tool suitable for assessing sensory-based feeding problems in young children, in both research and diagnostic settings.

Referring to research reports and models described in the literature on the functioning of linguistic and logical knowledge in human mind, the author argues that natural, innate knowledge supporting comprehension of linguistic rules and building the structure of language is worth considering in speech therapy practice. She calls this type of knowledge logical-linguistic competence and indicates that its ability, which can be used in speech therapy practice, is to reason by analogy about the relationships of form and content between words/word forms. It is a skill that cognitive abilities and linguistic experiences develop and shape. It is, by all means, an individual feature of each person, although natural logic and lexical and grammatical features determine the areas of basic skills.

This paper presents different techniques for working with children in special education in the conditions and environment of the Czech Republic. Attention is paid in particular to the context of speech-language therapy, the context of the pragmatics of communication, the impact and influence of the Covid-19 pandemic and new trends in working with the child client in the Czech Republic and abroad. The paper presents the possibilities of work in speech-language therapy and special education intervention, especially for Czech preschool and younger school children. It also describes the importance of monitoring certain aspects, preventing deepening the negative consequences of the Covid-19 pandemic, the need for a multidisciplinary approach and further preventive action in selected areas. It also provides a summary of some other possible findings on the topic.

Dyslexia is currently considered to be a specific learning disorder that is neurobiological in origin. It is characterized by difficulties in adequate and/or fluent word recognition and by poor decoding (reading) and writing skills. These difficulties are usually the result of a deficit in the phonological aspect of language (Bogdanowicz 2017). The aim of the article is to present Polish and foreign scientific analyses that show the interaction between dyslexia and bilingualism. A reconnaissance of Polish scientific literature has shown that the connection between multilingualism and dyslexia is insufficiently described. Foreign publications were selected based on a subjective assessment of their application value for the diagnostic and therapeutic process. The analyses cited are grouped thematically according to the causal-symptom criterion so as to show the characteristics of the linguistic functioning of bilinguals with dyslexia. The authors would like to draw the attention of practicing speech therapists and theoreticians to the need to undertake research on dyslexia in the conditions of Polish-foreign bilingualism, which would enable the implementation of appropriate diagnostic and therapeutic procedures.

The article presents a quantitative study of how parents assess the communication attitudes of early school-age children who stutter compared to parents of fluent-speaking peers, using a questionnaire adapted from the Communication Attitude Test (CAT) within a quasi-experimental design. The results show that the vast majority of parents of children who stutter perceive clearly negative communication attitudes in their children, while almost all parents of fluent children report no such difficulties. Statistical analysis (Student’s t-test) confirms a significant difference between groups, underscoring the impact of stuttering on parental perception and highlighting the need to systematically involve caregivers in diagnosis and therapy as well as to provide them with evidence-based education and support.

The article explores the transformation of the oral phase of swallowing in children, with a focus on its timing and the different patterns involved. It outlines the characteristics of four distinct types of the oral swallowing phase – infantile, atypical-1, atypical-2, and mature. The article also examines the timing of changes in the swallowing pattern based on recent research findings and compares different transformation pathways, including their respective timeframes. The novelty of this approach lies in distinguishing four types of the oral swallowing phase, whereas the existing literature primarily identifies only two: infantile and mature. As a result, previous studies have described only a single pathway for the transformation of the oral phase. The overview of the modes and timing of transformation presented in this article is intended to support speech therapists in diagnosing the oral phase of swallowing as a foundational function that significantly influences the development of articulation in children.

The article deals with the problem of the holding the writing instrument in students aged 7-13. The purpose of the empirical research was to determine how often primary school students have problems regarding the ways of holding the writing instrument while performing graphomotor activities and what problems it is – detailed diagnosis of irregularities in a quality and quantitative aspect. For the purpose of this paper, the results of studies carried out using the author’s two diagnostic tools were used: “The Profile of Graphomotor Skills” (PGS) [1] and The Chart of Assessment of Graphomotor Skills (CAGS) (Domagała, Mirecka, 2010b, 2017a), like previously in the case of a study devoted to problems to body posture (Domagała and Mirecka, 2023).