Early Identification of Learning Disabilities among the Pre-School Children (Kindergarten)

Document Type : Original Article

Author

Special Education, Learning Disabilities Track, College of Education, King Saud University, KSA.

Abstract

The aim of this study was to review the literature on the early identification of learning disabilities in the pre-school children (kindergarten) as a promising practice in dealing with the learning disabled individuals, which has many advantages and is often followed by providing early intervention programs which contribute to alleviating the negative effects of learning disabilities. This study tackled the concept of early identification, the importance of identifying learning disabilities in the pre-school children (kindergarten), review of the stages and procedures of early identification, and the tools used for early identification. Moreover, this research tackled the developmental and academic indicators of learning disabilities in the pre-school children (kindergartens), and the most important issues related to early identification. In addition, this study dealt with some previous studies on early identification in the preschool stage (kindergarten). Theoretical method was used in this project. The research recommended activating the handicapped care system in terms of providing educational, academic services for the individuals with special needs in general and learning disabilities at the preschool stage in particular. The study also recommended developing regularly administered survey tests as tools for identifying learning disabilities in the preschool children, and developing training programs for the preschool teachers so that they can identify, sort, diagnose and treat this group of children.

Keywords

References

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