Psychology 2043A/B Chapter Notes - Chapter 1: Learning Disability, Intellectual Disability, Individualized Education Program
2 Dec 2014
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In the early years we adopted a wait to fail approach. By the time special education services kicked in, many students would have experienced a couple of years of schooled failure, compounding their original learning challenges, and solidifying their learning behaviours into patterns that were difficult to modify. Cure the difficulties, but it will almost lead to more positive outcomes. When we see a hesitancy to do this in some geographic areas, this reluctance has more to do with economic barriers than with disagreements about the positive impact of the early intervention: intensity and duration. The intensity and duration of support must be sufficient to address the needs of each student. Smaller groups are more effective, also, occasional long practices and worse than frequent short practices. In the successful cases of intervention, the successful interventions have been of high intensity and have been delivered over an extended period of time.
