| Understanding |
|
Differences | Difficulties | Delays | Deficits | Disabilities | Dysfunctions | Disorders |
 |
| Misunderstanding |
 |
 |
 |
 |
 |
 |
|
 |
 |
 |
 |
 |
 |
|
| |
Learning—Delays
"Language delays," "reading delays," or "delays in developing fine motor coordination" - these words imply that an individual's skills in that area are developing in the normal sequence, but at a slower rate than is usually expected. With "delayed children" or "delayed skills," like delayed trains, it is sometimes unclear whether anything in addition to patience is needed. Parents, teachers, and children are often unsure about what can or should be done about "delays."
"He'll outgrow it" is one of the most common remarks about young children who are delayed in developing specific skills at school. This often implies that merely the passage of time will bring about a change. In addition, there is often the implication that specific help or special attention won't make a difference until "maturation" has taken place. "She's just slow" is another variation of this idea. Giving children "time to mature" is an argument made for repeating a year, especially in the early grades.
Perceptive teachers and parents are aware that all children develop in different ways and at different rates. It is important to know the typical pattern of children's development of important functions such as language and motor coordination, and to pay attention to those areas in which the child lags significantly behind his peers. At what point is a delay not OK? When should parents and teachers raise a red flag?
Research and practical experience suggest that relatively few school related skills and functions develop through "maturation" alone. One of the kindest things that good teachers and parents do is adjust their teaching and expectations to meet the needs of the child. They understand that development, especially in an area of difficulty, is promoted by taking successful steps from a carefully identified starting point. In addition, they know that there are many pathways to learning information and skills, and they capitalize on students' stronger "channels" for learning.
When delays occur in important functions that contribute to learning in school, early detection and prompt intervention are the most important first steps that parents and teachers can take.