The article by Grote et al. (2024) describes the severe consequences of language deprivation and incorrect diagnoses in deaf children with cognitive and language impairments in medical centers, specialized educational institutions, and special schools. The authors argue that a lack of language input, particularly during the critical period of language acquisition, can lead to permanent brain damage, known as Language deprivation syndrome (LDS). This syndrome manifests itself in complex neurodevelopmental disorders and impairs cognitive-social abilities.

The study indicates that up to 70% of deaf children suffer from language deprivation in the first years of life, which is due to the preferred teaching of spoken language instead of sign language. Hearing parents and healthcare professionals often focus on spoken language acquisition without recognizing the potential harm caused by language deprivation. The study criticizes the lack of appreciation for sign languages and the misguided recommendations for language acquisition with cochlear implantation (CI). The latter is currently leading to a Language Deprivation Epidemic worldwide.

Research shows that speech deprivation leads to reduced cortical growth in the brain and, thus, to permanent cognitive impairment. The symptoms of SDS can severely impair lifestyle and lead to cognitive and psychosocial problems. The article emphasizes that the lack of recognition of SDS in the ICD classification systems and the inadequate training of medical and educational staff lead to inappropriate diagnosis and treatment.

A case study illustrates how a deaf child was wrongly diagnosed as mentally handicapped because the psychological tests used were unsuitable for deaf children. The authors call for better training for professionals working with deaf children and a review of commonly used diagnostic procedures.

The authors argue for a legal requirement that deaf children learn sign language to prevent language deprivation and ensure appropriate neural development in children born deaf. This would promote children's cognitive development, social skills, and identity development and protect them from socially induced cognitive disability.

The authors provide a comprehensive analysis of the problems caused by language deprivation and misguided diagnosis in deaf children and appeal to society to protect the rights and needs of these children and create an inclusive environment in which they experience sufficient language stimulation to develop cognitively and emotionally normally.