Early Intervention

When identifying children with potential learning disabilities, and providing early intervention there is a series of steps:

• Difficulty in diagnosing
• Predicting-Profiling
• Programming-individualized
• Continuos monitoring of learning

(1999 Allyn & Bacon)

These steps explain the Early Intervention for process that helps children that are showing signs of learning disabilities early on.

Early intervention is important because researchers have determined that childrens early experiences have an impact on their later growth and development. However, providing Early Intervention can be a complex process, and this is due to the difficulty in identifying students with learning disabilities. As we may already know students are typically identified, becauase of their delay in reading ability. Usually, students are not expected to learn how to read until kindergarten or first grade. Therefore, identifying students with potential learning disabilities for early intervention may require hypothesizing that the student may be at risk for future learning disability in order to help them.

Early Intervention has truly benifited those students with learning disabilities that have difficulty reading. Due to the success of Early Intervention the RTI approach for identifyinf students with disabilities has become more common, because it is ensuring that students receive evidence-based instruction early on in kindergarten and first grade in order to prevent future failure in school.

Rosenberg, Michael S. , David L. Westling, and James McLeskey. Special Education for Today's Teachers. New Jersey: Pearsons Education, Inc., 2008.