Unfortunately, many school districts still employ a “wait-to-fail” model of intervention; that is, children must demonstrate a substantial gap in skills before they “qualify” for remedial services. This is tragic in so many ways. Children can be identified and remediated at much younger ages than is currently in common practice. Autism often can be identified in preschool, dyslexia by age six, and developmental disorders no later than first grade. The fact that I regularly diagnose common disorders for the first time in teenagers and people in their twenties indicates that many children are
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Remaining school challenges
