Early Intervention for Children with Learning Difficulties: An Update

Abstract

Identification is an important process that enables detection of children with learning difficulties. The ultimate goal of early identification is to provide appropriate treatment and support needed for successful functioning of the students in and out of school. But identification is rarely performed before the end of kindergarten, or before the first grade. The signs of learning difficulties are generally confirmed during the course of elementary school. Many times pupils are not properly identified as pupils with learning difficulties over an extended period of time which is common for children with high intelligence. Late identification among students may create significant learning difficulties. This may cause a fall in motivation and self-esteem development, and difficulties in learning can continue in adulthood. Because of this, early identification which aims to detect children with developmental problems at an early age is of essential importance. Thus the need for referral of the child for targeted testing and / or detailed assessment becomes an important factor. Researchers are working on different methods to find out the best method for early detection and intervention. Despite the differences that exist, researchers still do not agree which is better and more efficient intervention method. Because of this situation, there is need for additional scientific professional research in this area, which would have significant educational and practical implications and would contribute to a more successful identification of students with specific learning difficulties and opportunities for more effective identification, prevention and treatment of these students.

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