Teacher involvement and early identification of children with learning disabilities

Research on early identification of learning disabilities shows little consensus as to its feasibility. A review ofprogramsgeared to early intervention, after identification, indicates mainly inconclusive results or no tollow-up and evaluation at all. The teacher as a key person in early identification and diagnosis is stressed. Teacher observations, together with continuous daily evaluation, seem to be the best course available under the circumstances. The cry for early identification of children with possible learning disabilities and remediation of the learning problems through specific, often elaborate and costly programs has been heard loud and clear over the last few years. To many, early identification and the resulting remedia-tion programs seem to represent the panacea or cure-all for most learning problems. Yet very little is known of the actual benefit of early identification and the resulting remediation activities, as follow-up studies and evaluations have been only sketchy, to say the least. Remediation programs undertaken are varied. They may command special equipment and specialized instruction, as described in the Galena Park Public School Program (McGahan 1967). They may recommend specific attention to health problems (Lesser 1964); intensive perceptual training (Union Township Board of Education 1968); and the hiring of elementar