A decline in the numbers od learning-disabled children is taking place accross the country. This follows many years of increases and the author tries to identify possible reasons for this change. 80 percent of children are labled learning-disabled because they are having trouble reading.
Posible reasons for the change;
- With increases in programs that address reading deficiencies, the children who otherwise would have been labeled as learning disabled maybe now working at grade level.
- Early intervention numbers are up.
- Funding issues maybe forcing educators to think twice about attaching the label to children.
- No Child Left Behind maybe pressuring school districts into accounting changes.
The declining numbers of learning-disabled children is heartening provided this new trend is related to understandings in better education in early intervention, reading programs, and resource allocation to address class size. However, the possibility exists that these numbers are, at least in part, related to accounting changes. Lets hope we are on the right track!
Indeed. However, how do you suggest this question be explored? Who would best be able to determine the 'real' cause of the decline?
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What are the numbers? How far have they dropped? I would guess over the next few years, if the trend continues an independent research group, I assume, will need to go over the data to see if or to what degree these other factors may play a part.
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