Assessment or Response to Intervention

¶ … Intervention

Early identification of learning disabilities in children is critical to the development of a child's abilities. Identification allows for tailored interventions sooner, which optimizes outcomes (Wilkinson, 2010). Unfortunately, a wide array of problems exists in attempting to identify a disability. Difficulties include the family's denial of problems and an incomplete evaluation. The authors discuss several approaches for identification of learning disabilities with a detailed discussion of each one (National Joint Committee on Learning Disabilities [NJCLD], 2007). After a discussion of risk indicators that may be linked with learning disabilities and protection factors linked with the lack of learning disabilities, the authors note that these indicators are not conclusive (NJCLD, 2007). The authors support systematic observation and comprehensive evaluation to assess learning disabilities (NJCLD, 2007). Finally, the authors conclude that tailored intervention for students and professional development for those involved in special education are critical for interventions (NJCLD, 2007).

The authors focus on creation of individualized programs to aid the child's learning development, focusing on the critical period of pre-kindergarten years (NJCLD, 2007). The authors suggest considering the child's strengths and needs and using "well-defined goals, objectives, content, materials, and support" (NJCLD, 2007). Effective instructional programs include classroom accommodations that vary from child-to-child. Here, the authors assert that special education services may be delivered to children with learning disabilities in a classroom that integrates those children with typically developing children (NJCLD, 2007). In doing so, there may be accommodations necessary to adjust for students with disabilities, but the typically developing children are models for the children with learning disabilities and help influence development in another manner (NJCLD, 2007).

Other suggested strategies for the classroom are inclusion of the family and caregiver in a collaboration with the educational institute, assistive technology, instructional software, and willingness to incorporate new intervention programming as technological advances come along (NJCLD, 2007). The authors provide the caveat that assistive technology and software "should not replace interactions with families, peers, and professionals" (NJCLD, 2007) These strategies may be incorporated into the classroom environment, serving as an accommodation for the child with a learning disability, or may be used as an at-home component of intervention.