Page 5 - LESSION 22.pmd

Early Identification and Intervention

academic area. For example, it is recognised that children with dyslexia will
generally have ongoing difficulties reading accurately and fluently. It is not really
easy to judge about academic performance too early, as all children make mistakes Notes
when they first start learning to read, spell, write and calculate. This is generally
to be expected. It becomes ‘unexpected’ when these children progress very slowly
or continue to struggle for a much longer period of time than the expected period.

Identifying is about recognising difficulties and making prompt interventions to
support children and their families so that issues are tackled before they become
more serious problems.
Early identification is everyone’s responsibility : parents, teachers and other
caregivers. There is an increased expectation of all school staff to identify a
child who is struggling and put the support in place. Thus, it is important that
they have the skills and knowledge they need, to be able to do so.

22.2.1 Identifying Children with Disabilities
Children with disabilities require interventions and support, if they are experiencing
any of the following:

Difficulty in oral language

1. Slow development in speaking words or sentences (also referred to as,late
talkers)
2. Pronunciation problems
3. Difficulty learning new words; slow vocabulary growth

4. Difficulty finding the right word to use when speaking

5. Difficulty understanding and following simple (one-step) directions
6. Difficulty understanding questions

7. Difficulty recognizing or learning rhyming words
8. Lack of interest in storytelling

Difficulty in reading and writing skills
1. Slow speed in naming objects and colours

2. Limited phonological awareness (rhyming and syllable blending)

3. Difficulty understanding that written language is composed of phonemes
(individual sounds) and letters that make up syllables and words
4. Minimal interest in print and limited print awareness

5. Difficulty recognizing and learning the letters of the alphabet

6. Difficulty learning the connection between letters and sounds

EARLY CHILDHOOD CARE AND EDUCATION 223