Intervention for Young Children with Learning Disabilities         2
INTERVENTION FOR YOUNG CHILDREN WITH LEARNING DISABILITIES
Table of Contents
Introduction    3
Rationale of the Research    3
Research Question    4
Identification of the Disabilities    4
Intervention Methods    5
Conclusion    6
References    7
Introduction
    Learning disabilities are one of the major causes that have contributed to the economic difficulties of the younger children in school. The average age of children getting learning disabilities is about 9 years. In this aspect intervention is one of the major aspects that need to be contemplated and learning disabilities must be effectively diagnosed to mitigate the negative effects. Delayed intervention can have an adverse effect on academic skill acquisition which will consequently impact the long-term and future carrier growth of the children why the intervention of younger children with learning disabilities is required at the very beginning when it is identified. The vulnerability and the psychological pressure that is faced by children with learning disabilities must be comprehended with effective intervention methods.
Rationale of the Research
The rationale for the research constitutes an effective study of the learning disability and the intervention method that can effectively be meeting the risks of learning disability. The early childhood years are particularly significant because it typically develops the base and the academic skills that the children develop. This is the phase where children change from complete dependence to relative independence within a few years. And so effective learning capacity is a prime objective in order to enhance skills and contemplation in the academic field (Blank et al., 2018). So, identification of the learning disabilities must be effectively contemplated with intervention methods in order to diminish the risks and reduce the aspects of learning disabilities that might affect children in the long-term future.
Some children with learning disabilities face difficulty with everyday skills and they come with even a good simulation. Their learning and behaviour are comparatively less predictable than other children and generally different from the children who are delayed in the areas of development. The evaluation and the intervention methods effectively help to provide supportive services to the children and enhance their academic skills of the children. Proper intervention methods can be very helpful and reduce or eliminate the tensions that the...