Early Intervention for Preschool Children with Learning Disabilities.

This review of early intervention for preschool children with learning disabilities examines: (1) definitions of learning disabilities; (2) characteristics of learning-disabled childrenand children at risk; (3) identification of preschool children Jat risk; (4) efficacy of early intervent*. on; (4) phases of an early intervention program, including identfication, screening, diagnosis, implementation of intervention activities, and program evaluation; and (5) teaching methods, (25 references) (JDD) *********************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * *******************************************4*************************** (1 ; U.S. D(PASTMENT OF EDUCATION Office of EdkatonN Research and InSprOvsmint EotrAnorau RESOURCES INFORMATION CENTER (ERIC) /Du document has been Norte.A u received horn the person or crjuszation originating it 0 Minor changes have been made to minim* reproduction Quality. Points ol view or opinions stated in this docte ment du not necessarily represent orhost OERI poition or poky EARLY INTERVENTION FOR PRESCHOOL CHILDREN WITH LEARtING DISABILITIES 2 Anna Gerama 15 Bartlett Drive Manhasset, N. Y. 11030 (516) 627-2811 "PERMISSION TO REPF ACE THIS MATERIAL HAS Br . RANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC). " tilL'Id I Fl I# W HLF ; In the field of special education, there is currently a surge of interest in and respect for early intervention programs for preschool children with learning disabilities. At the present time, learning disabled youngsters are being provided with special education services at an earlier age. Many teachers of special education, school psychologists, and school administrators believe that, by identifying those preschool children with actual or potential learning disabilities, many intellectual, social, and emotional problems can be prevented or at least diminished in severity when these children enter the primary grades. At the basis of this belief is the conviction that the skills, concepts, and abilities which a child masters as a preschooler will have a direct influence on ;hat child's chances of success when he bq,ins first grade. Because special educators recognize that the young learning disabled child is mc-e likely to experience difficulty in acquiring the skills and abilities necessary for a successful transition to the primary grades, early intervention special education programs are currently being researched, planned, and implemented. These programs are being developed as a result of information derived from case-finding and screening techniques designed to locate preschool children whn have learning disabilities and from asscssment procedures designed to identify the special needs, strengths, and weaknesses of the learning disabled child. In order to help compensate for the deficiencies which the learning disabled preschooler demonstrates, early intervention programs include curriculum content based on special needs and methods and materials of instruction which are best suited to the unique learning styie of each child.