Specialized instructional strategies, materials, and appropriate accommodations must be provided as needed. Because the educational, social, and emotional needs of students with learning disabilities change over time, systematic and ongoing review of the student's progress and needs is essential to make appropriate adjustments in current educational programs and related services. Because learning depends on the quality of the programs and services provided, systematic and ongoing evaluation of programs and their effectiveness in producing desired long-term outcomes is essential. Due to the chronic nature of learning disabilities and the changes that occur across the life span of the individual, coordinated educational and vocational planning are required. Therefore, provisions must be made to facilitate transitions that occur at all major junctures in the student's education.
Social acceptance has a significant impact upon self-esteem of students with learning disabilities.
Social acceptance of these students requires the sensitivity of the entire school community. To ensure effective mainstreaming of students with learning disabilities, the building principle must set the tone for a positive and accepting learning environment for all children. Some of these problems are encountered by the teacher in the classroom while others are related to administrative policies and procedures. All of these problems must be addressed by public and private education agencies as plans are developed and implemented for the education of students with learning disabilities. The regular education teacher is required to deal with multiple factors including an increasing number of students with diverse cultural and linguistic backgrounds, developmental variations, disabilities, family and social problems, and large class size.