Lifelong Learning
Vicki Matthews
SPE525N: Educating Learner’s With Diverse Needs
Professor Gwen Dickey
September 23, 2009

Abstract: Lifelong learning is a process for all children, regardless of learning abilities. The brain of an infant or toddler is like a sponge; the brain is in its’ prime. Increased mental and physical stimulated offered to a child during this time, the greater the chances of increased developmental growth. Attitudes have changed over the last few decades in regards to children with disabilities. Instead of hiding or ignoring the disability, models of advocacy and early intervention are espoused as being key to helping disabled children have academic success and also learn the social and life skills needed to transition in their adult lives.
Introduction:
Many years ago, when a child exhibited a potential developmental disability parents were advised to let a child ‘grow-out of it’. As the field of special education has evolved and grown, it readily acknowledged that catching issues early, not ignoring them, is the most effective way to help the child. “Early childhood experts agree that the earlier intervention begins, the better. Child development expert Burton White, who has conducted years of research with typically developing infants and preschoolers at Harvard University’s Preschool Project, believes that the period between 8 months and 3 years is critical to cognitive and social development:“to begin to look at a child’s educational development when he is 2 years of age is already much too late”(Heward, 2009, p. 535). The consensus, however seems to be that the earlier a deficiency or disability is discovered the better chances for helping a child learn to navigate the world to come. So now that the mode of thinking has changed, what does it mean for the field of education and the assistance it provides to