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Virtual Reality (VR) represents an emerging technology with significant potential in the field of speech therapy. Through interactive and controlled digital environments, VR enables the creation of diverse therapeutic contexts that can be adapted to the individual needs of patients. This paper aims to highlight how virtual reality can support speech therapy interventions for both children and adults, while also providing an overview of the benefits and limitations of this technology.

Neurological Music Therapy (NMT), as a model of music therapy identifies techniques that have been incorporated into medical settings. Thaut and Hoemberg (2014) describe NMT as the use of standardized treatment techniques as interventions that are founded on scientific research. The techniques of NMT provide the therapeutic application of music to cognitive, sensory, and motor dysfunctions used as a method to treat neurological diseases. The present study is focused on the use of neurological music therapy to enhance language development and to improve cognitive functioning and motor skills. The study is quite new for the Romanian literature, due to the fact that the techniques included in neurological music therapy have not been used for children with ASD. Our group consisted of two preschool children diagnosed with ASD, for whom we applied the Isolated Sounds Assessment Sheet, the Portage Test, and the Musical Communicative Rating Form before and after the implementation of the music therapy program. At the same time, the children were observed during all the therapy sessions. The results confirm our assumptions, the level of development of the linguistic area will be significantly higher, as well as the articulatory skill level and the cognitive and sensory-motor level, at the end of the study.

This paper aims to provide theoretical documentation of observations from professional practice related to the fact that there is a link between poor language skills, attention deficit, and prolonged exposure to screens.
Based on a theoretical review of the literature, relationships between attention and language were identified, due to the fact that there are parts of the brain that have functions related to both attention and language.

This paper investigates the relationship between early feeding and oral behaviors in infants and the risk of developing a high-arched (gothic) hard palate — a deformity frequently associated with prolonged habits such as pacifier use or thumb sucking. The study was conducted on a sample of 41 children, using a quantitative, non-experimental research design, including both correlational and differential analyses. Data included the duration of breastfeeding, pacifier use, and thumb sucking, analyzed using JASP software. Spearman’s correlation revealed significant positive relationships between pacifier use and thumb sucking with the degree of palatal deformation, and a negative relationship with breastfeeding duration. No significant gender differences were identified. The results underline the importance of early monitoring of oral behaviors to prevent orofacial malformations

The present research aims to highlight the impact of using innovative educational resources — the creative game Story Cubes and the digital application Story Spark — on the development of narrative skills in students with hearing impairments. The study included three students aged between 9 and 10, diagnosed with varying degrees of sensorineural hearing loss and coming from different family backgrounds. The methodology involved an initial assessment of narrative competences, an intervention phase based on playful-educational activities, and a final evaluation of progress.
The results revealed significant improvements in the coherence and complexity of utterances, the correct use of grammatical structures, vocabulary expansion, and enhanced narrative creativity. The students demonstrated increased engagement and motivation in the storytelling process, while the integration of digital tools supported their transition from passive listeners to active content creators.
The study’s conclusions emphasize the value of using interactive and playful educational resources in language development for children with hearing impairments, highlighting the role of pedagogical innovation in shaping communicative, cognitive, and socio-emotional competence

This article investigates the particularities of oral language development (phonetic-phonological, morphological, semantic, and syntactic aspects) in students with intellectual disability (ID). Intellectual Disability is characterized by significant limitations in both cognitive function and adaptive behavior (conceptual, social, and practical skills), with an onset before the age of 18. The psychopedagogical profile of these students is often marked by a reduced vocabulary, slow intellectual development, a tendency toward concrete thinking.The study involved four students from the „Rudolf Steiner” Inclusive Education School Center in Hunedoara. A comprehensive methodological approach was used, including the „Pași prin lumea sunetelor” App for articulation , the T50 Technique , the Words Eminus Platform (for lexical, phonological, and morphosyntactic skills) , the Alice Descoeudres Test for determining the psychological age of language , the Phonological Processing Test (ASTTLR) , and the Mean Length of Utterance (MLU) analysis.
The results confirmed significant developmental delays, with participants exhibiting a psychological language age much lower than their chronological age. Articulation difficulties were particularly noted with fricative and affricate consonants. Lexical and semantic deficits were reflected in a limited active vocabulary, especially for abstract concepts, and a slow retrieval of labels. Syntactically, while MLU scores ranged from 5.38 to 6.42 morphemes, indicating some ability to use morphological structures, speech production often contained short, concrete sentences and grammatical inaccuracies.
In conclusion, the study highlights the complexity of linguistic profiles in the context of Intellectual Disability and emphasizes the need for specialized, corrective-compensatory interventions to improve functional language abilities and social integration

The learning process represents a complex experience and children often encounter diverse difficulties and specific challenges. For children with intellectual disabilities these difficulties may range from mild to severe and can manifest either temporarily or persistently affecting different developmental areas. Special education teachers must be prepared to implement specific models of educational support which are personalized for each SEN student. According to their level of reading, students with mild and moderate intellectual disability develop individualized approaches towards the written text, using either phonological or orthographical strategies depending on their decoding skills. Reading comprehension is an active process shaped by the interaction between the reader’s abilities and the complexity of the text.
Objectives of the study: (1)To adapt the Cube Teaching Method and the Lotus Blossom Method for students with mild and moderate intellectual disabilities, with the aim of implementing these approaches in reading instruction. (2) To assess reading comprehension across four texts taught using these methods and to compare the results in order to identify potential differences in effectiveness between the two approaches.
Results: Both adapted methods were effective in enhancing reading comprehension. The Cube Teaching Method yielded slightly higher scores, particularly in recalling text details and constructing accurate sentences.

This study examines the effectiveness of augmentative methods and graphic organizers in the development of language in students with Autism Spectrum Disorder (ASD). By applying a new method , the narrative quadrant , alongside visual and verbal support, a significant improvement was observed in the students’ ability to reproduce sentences from a story. The results suggest that integrating these tools, supports oral expression and narrative comprehension in students with ASD.

The neuropsychological and cognitivist theories of developmental dyscalculia. This article synthesizes, on the one hand, the theoretical and empirical neuropsychological theories concerning developmental dyscalculia. The several forms of cognitive numerical representation are defined, and the roles the various forms of numerical processing and problem solving are considered. The focus is on subtypes of children with developmental dyscalculia and on particular patterns of academic deficits. The evolution of children’s production (patterns of correct responses and errors) is interpreted through the model of number and calculation processing developed by neuropsychology models for development of arithmetical abilities.

Reactive attachment disorder shows variations in the development of children’s early language and communication skills, difficulty forming attachments, inability to form relationships with others. Forming the ability to develop and use language is a challenge in the therapeutic process of the child with reactive attachment disorder. Forming a secure attachment to the caregiver and creating a therapeutic bond is essential in the intervention. The aim of the present longitudinal case study is to outline the developmental language profile of children with reactive attachment disorder. One single case was assessed at age 3 and a differential diagnosis with ASD was made. Several interim assessments were conducted to assess language and social interaction through play. The final evaluation tracks the areas of development in which progress was made and the language components acquired by attaining the objectives proposed in the intervention plan.