Special Considerations in Preschool Screening of Language and Speech

Abstract

It may seem strange to gome that a discussion of screening in the schools would include a section on infants and preschool children. However, such an inclusion is appropriate for at least two reasons. First of all, professional interest in regular and special education for preschool children has increased considerably over the last few years. This new awakening may be referred to as a renaissance, because lay and professional awareness that identification of delays and intervention during the early years before a child enters school are of significant importance for social and emotional as well as intellectual growth. Professional literature during the last decade has pointed out the fact that remedial and compensatory programs are too few and have come too late for many children. Van Ha t tum (1976) notes that there is no justification for delaying assistance until the child is 5 years old simply because that is when he enters school. The damage resulting from abnormal or aberrant physical, mental, and/or social conditions may become exacerbated, if not irreversible, if they are unattended by the time a child enters school. The second reason for increased interest in early detection and intervention lies in Public Law 94-142 which dictates SPECIAL CONSIDERATIONS IN PRESCHOOL SCREENING OF LANGUAGE AND SPEECH