Identifying students or learners with special needs
Some children are easily identified as candidates for special needs due to their medical history. For example, they may have been diagnosed with a genetic condition that is associated with intellectual disability, may have various forms of brain damage, may have developmental disorders, may have visual or hearing disabilities, or other disabilities. On the other hand, for students with less obvious disabilities, such as those who have a borderline intellectual disability or specific learning difficulties (dyslexia, dyscalculia, etc.), two primary methods have been used for identifying them: the discrepancy model and the response to intervention model. The discrepancy model depends on the teacher noticing that the student’s achievements are noticeably below what is expected, at which point the teacher may make the decision for the student to receive support from a special education specialist. Before doing so, the teacher must show documentation of low academic achievement. The response to the intervention model advocates earlier intervention.