Background: This prospective study evaluated the effectiveness of a rehabilitation program in vulnerable children with language deficits.
Aims/objectives: Evaluating reversibility of a sensory understimulation.
Material/methods: Two groups of five students, each, (sensory and not sensory deprived) were evaluated at ages 5 and 11. Both groups were taught the compulsory national educational program. The sensory deprived group also had a 5-year rehabilitation program. After that time, their language and vocabulary were reevaluated.
Results: Both groups became able to read, write and perform mathematical operations. Both groups took the compulsory elementary school national performance test and all of them performed above the national average. Despite these good performances the differences between both groups regarding language persisted.
Conclusions: Deficits in children with early sensory deprivation are improved with rehabilitation programs. In order to achieve better restoration, intervention should be done earlier than at 5 years of age. Even if some deficits are not fully reversible, the improvement is significant and allows social inclusion and the possibility of breaking their circle of vulnerability.
Significance: Documenting the importance of early rehabilitation in sensory deficits.
Keywords: Abstract-thinking; educational intervention; language development; sensory deprivation; social inclusion; vulnerability.