Failing to identify and support students with learning disabilities early can have dire, long-term consequences. In a comprehensive 2019 analysis, researchers highlighted the need to provide interventions that align with critical phases of early brain development. In one startling example, reading interventions for children with learning disabilities were found to be twice as effective if delivered by the second grade instead of the third grade.
But only 17 percent of teachers say they feel adequately trained by their certification programs, according to a new report from leading experts – and in the absence of good information, misconceptions take root. For example, the researchers found that one-third of teachers believe that learning disabilities reflect a lack of motivation, not a difference in brain development. To support students with learning disabilities, then, we also need to tackle the pervasive myths that can stymie their potential.
