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Early Identification and Intervention

Preschool and kindergarten teachers are at an advantageous position to catch the
early signs and symptoms of a developmental delay or disability, and to identify
children who are at risk in learning and school. Teachers need to be aware of
Notes
symptoms and share their observations and concerns with parents and other school
specialists.

New legislation, advances in research, and changes in practices have emphasised
the need for early identification and interventions. The purpose of early
identification is to determine which children have developmental problems that
may be obstacles to learning or that places children at risk. Development in early
childhood years is characterised by broad variability in rates and patterns of
maturation. For some children, differences and delays in abilities are temporary
and are resolved during the normal course of development. For other children,
delays may persist in different domains of functioning, necessitating the child’s
referral for special assessment and/or comprehensive evaluation.

The Convention on the Rights of Persons with Disabilities (UN, 2006) describes
people with disabilities as “…those who have long-term physical, mental,
intellectual or sensory impairments which, in interaction with various barriers,
may hinder their full and effective participation in society on an equal basis with
others.”

At present, no clear distinction can be made in the early years between children
whose problems may persist, and those who will make adequate progress with
time. Therefore, young children who demonstrate difficulties in early development
may or may not be at risk for Learning Disabilities. Nevertheless, screening,
evaluation, enhanced learning opportunities, and intervention services should
be provided. In the child’s best interest, it is not recommended to “wait and see”
or hope that the child will “grow out of” her or his problems.

The purpose of early identification is to determine which children have
developmental difficulties that may become obstacles to their learning or may
place the children at risk. Thus, there is an urgent and substantial need to identify
as early as possible those young children in need of services. This will help to
ensure that intervention is provided when the developing brain of the young
child is most capable of change.
The need for early identification of learning disabilities is highly related to
potential. Children who may initially have been thought to have lower intelligence
than their peers may have normal intelligence, but may have some other difficulty
or different style/approach of learning that prevents them from reaching their
potential. Early help can offer children the support needed to reach their full
potential. It can improve the quality of a children’s life and enable them to perform
better at school and in life later.

In order to diagnose a learning disability, it is necessary to establish that the
child is experiencing an unexpectedly high level of difficulty in a particular

222 EARLY CHILDHOOD CARE AND EDUCATION