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.