| The purpose of early identification is | | | | (birth-21 years), who need early |
| to determine which children have | | | | intervention or special education |
| developmental problems that may be | | | | services. Screening tools are not |
| obstacles to learning or that place | | | | intended for diagnosis, placement, and |
| children at risk. Development in | | | | educational planning. Careful |
| infants, toddlers, and preschoolers is | | | | consideration of reliability, validity, |
| characterized by broad variability in | | | | standardization, cultural and linguistic |
| rates and patterns of maturation. For | | | | sensitivity, and relevance of screening |
| some children, differences and delays in | | | | instruments and procedures is required |
| abilities are temporary and are resolved | | | | for appropriate selection, use, and |
| during the normal course of development. | | | | interpretation. The NJCLD supports the |
| For other children, delays may persist | | | | recommendations by the Learning |
| in different domains of functioning, | | | | Disabilities Roundtable in 2002 that |
| necessitating the child's referral for | | | | "all preschoolers should be screened to |
| targeted screening and/or comprehensive | | | | assess early language and reading skill |
| evaluation. At present, no clear | | | | development just as they are for vision |
| distinction can be made in the early | | | | and hearing" (p. 1). |
| years between the children whose | | | | Risk indicators and protective factors. |
| problems may persist from those who will | | | | A range of environmental, biological, |
| make adequate progress with time. | | | | genetic, and perinatal conditions may be |
| Therefore, young children who | | | | associated with adverse developmental |
| demonstrate difficulties in early | | | | outcomes (see Shonkoff & Phillips, 2000) |
| development may or may not be at risk | | | | and may be risk indicators (i.e., |
| for LD; nevertheless, screening, | | | | warning signs) for LD.Also, advances in |
| evaluation, enhanced learning | | | | medical technology have kept an |
| opportunities, and possibly intervention | | | | increasing number of fragile children |
| services should be provided.It is not in | | | | alive, and these children often are at |
| the child's best interest to “wait and | | | | risk for developmental and later |
| see” or hope that the child will | | | | educational problems. Such risk |
| “grow out of” his or her problems. | | | | indicators, especially when several are |
| Conversely, it is important to guard | | | | present, warrant careful monitoring of a |
| against the premature identification of | | | | child’s development and signal the |
| a disability, especially if high quality | | | | need to ensure high quality learning |
| learning opportunities have not been | | | | opportunities for this population. |
| provided. | | | | Children who do not respond adequately |
| It is often during the early years that | | | | to these opportunities may be at |
| families and caregivers first suspect a | | | | increased risk for LD. Furthermore, |
| problem and may share their concerns | | | | young children with identified |
| with qualified professionals. However, | | | | disabilities (e.g., cerebral palsy) also |
| some families initially may deny the | | | | may be at risk for LD. However, risk |
| existence of a problem because they are | | | | indicators do not always predict which |
| fearful of, or threatened by, its | | | | children will have future learning |
| possibilities and consequences. Family | | | | problems. Risk indicators must be |
| cooperation is critical to early | | | | considered within the context of typical |
| identification. Thus, professionals must | | | | developmental expectations. For example, |
| recognize and be sensitive to | | | | an inability to follow one-step |
| differences in family responses, | | | | directions is not a risk indicator for a |
| including cultural differences in | | | | 6-month-old, but is for a 4-year-old, |
| viewing and addressing a disability, and | | | | especially in combination with other |
| provide appropriate support. | | | | risk indicators, such as poor fine motor |
| The identification process includes (1) | | | | coordination. |
| screening, (2) examination for the | | | | Protective factors that reduce risk and |
| presence of risk indicators and | | | | foster resilience can buffer children |
| protective factors, (3) systematic | | | | and families from circumstances that |
| observations, and, if indicated, (4) a | | | | place them at risk. Risk indicators |
| comprehensive evaluation. An effective | | | | interact with protective factors in |
| early identification program must take | | | | unique ways for each child. For example, |
| into account the numerous biological, | | | | some children with a history of birth |
| environmental, and cultural factors that | | | | complications may exhibit typical |
| may influence the course of a child’s | | | | developmental patterns and require few |
| development. Information from the | | | | if any special services, whereas other |
| identification process is the basis for | | | | children without such histories may |
| making decisions about the need for | | | | struggle to learn and may require formal |
| further services and supports. | | | | assessment and intervention.Likewise, |
| Screening. The purpose of screening is | | | | children who may have multiple risk |
| to determine if additional evaluation is | | | | indicators may not demonstrate learning |
| required and in what developmental | | | | problems if they receive strong |
| domains. Examples of large scale | | | | culturally and developmentally |
| state-wide screening programs include | | | | appropriate early learning experiences. |
| Universal Newborn and Infant Hearing | | | | The two lists below, though not |
| Screening and Child Find, a component of | | | | all-inclusive, identify possible risk |
| IDEA ’04 that requires states to have | | | | indicators and protective factors for LD |
| a system to identify, locate, and | | | | among infants, toddlers, and |
| evaluate all children with disabilities | | | | preschoolers. |