Young children use their five senses to learn about the world.\u00a0 Children with learning differences are the same as other children in their preferred ways of learning and \u00a0are children with average to above average intelligence.<\/p>\n
These children may find it hard to understand some of the information presented to them, or difficulties with processing<\/em> and\/or using it. Preschool children may show some early indicators of learning disabilities.<\/p>\n During preschool years, they may find it challenging to do one or more of these activities:<\/p>\n By the time these children enter kindergarten, these children may find it hard to do the following tasks:<\/p>\n As these children complete grade one, they may have difficulties counting to 20, telling a short story, reciting the ABC\u2019s, or with other activities that require sequencing.<\/p>\n Learning difficulties become learning disabilities<\/a> once children start more formal learning that involves reading, writing and mathematics.<\/p>\n When provided with the appropriate support, children with learning differences may develop their full learning potential. Specific and individualized strategies (see Intervention<\/a>) allow children to be successful at reading, writing, math, and understanding the steps needed to complete daily tasks requiring guidelines, and engage in other projects such as art or music.<\/p>\n The term \u201cspecial needs\u201d refers to the child who requires individual educational support and\/or specialized medical intervention to assist in the acquisition of basic developmental and\/or academic skills (Coleman, 2006, p. 376).<\/p>\n An Individualized Educational Plan<\/a> (IEP)\u00a0is designed for a child with identified special needs. It is revised every year with the parents and teaching\/administrative staff of the child\u2019s preschool or school.<\/p>\n \u201cInclusion<\/a>” (see full Glossary<\/a>) means acceptance and participation of the child in preschool, school, high school so that they can develop to their fullest potential. Inclusive programs provide specialized and individualized support for the unique needs of each participating child.<\/p>\n Many children with learning disabilities or Learning differences are also diagnosed with language-based or communication<\/a> disorders<\/a> as described in this section (please click on link provided).<\/p>\n\n
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Special Needs<\/h3>\n
Intervention Options<\/h3>\n
Grey Area[1]<\/h3>\n
Inclusion\/Inclusive systems<\/h4>\n