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When Pre-Schoolers Are Not “On Target” in Their Development
Children who may have a disability often exhibit signs that their development is not typical at a very early age. The presence of significant delays in specific areas of development, when other skills are age appropriate, could indicate that your child has a learning disability. Children with specific learning disabilities generally exhibit speech delays and language disorders. It is extremely important to recognize signs of developmental delay as early as possible because early intervention can greatly reduce the long-term impact of a disability.
Well-meaning relatives and pediatricians sometimes offer assurances that an infant or toddler or pre-schooler with a delay is a “late-bloomer” who will catch up and advise parents to “just wait.” Yes, all children develop at varying rates, but a parent often knows when their child is truly not developing in a typical way. Trust your instincts as a parent: Waiting is not a good idea!
The years 0-3 are a period of phenomenal growth and learning. The infant or toddler with a developmental delay can take advantage of this intensive learning period. Extensive research proves that effective early intervention strategies will improve the child’s chances of future school success, reduce the need for special education services in later years, and minimize the loss of self esteem brought on by a pattern of school failure.
Early intervention with a child who is behind in language, social, cognitive,
fine motor or gross motor development can make a world of difference! There
are many strategies you can use to help a child make the most of their learning
abilities in early childhood. Almost all children with learning disabilities
which result in reading difficulties can learn to read when intervention
strategies start at age four or five.
Developmental Signs that might suggest a learning disability in a pre-school child:
- Language delay (late in talking)
- Developmental language disorder
- Difficulty pronouncing the sounds in words (phonological disorder)
- Motor delay
- Motor clumsiness (developmental coordination disorder)
- Problems with socialization
High Risk Factors:
- Pregnancy trauma (such as infection, lack of pre-natal care, prematurity, drugs, alcohol, smoking, eating disorders, some prescription medicines)
- Viral, bacterial and/or genetic injuries
- Family history of learning disabilities
- Chronic otitis media (ear infections)
- Lead poisoning
- Low birth weight (especially less than two pounds)
If you suspect your young child has a learning problem, you may want to talk to a speech-language pathologist, or have your child evaluated by a learning disabilities specialist or child psychologist. There are many assessment techniques that can be used with preschoolers. There are many professionals working with young children who can provide appropriate evaluations.
Excerpted from:
When Pre-Schoolers Are Not “On Target” in Their Development:
A Guide for Parents, Early Childhood Educators and Child Care Providers available
from the Bookstore and
available free of charge to LDA members.
Learning Disabilities Association of America
4156 Library Road
Pittsburgh, PA 15234-1349
Phone (412) 341-1515 Fax (412) 344-0224
www.LDAAmerica.org
© 2004 LDA of America