ACCORDING TO THE USJP.ORG WEBSITE, ON JAPANESE EDUCATION WHICH GIVES COMPARATIVE SOCIAL STUDIES PROVIDING GENERAL PUBLIC INFORMATION ABOUT EDUCATION, SOCIETY AND CULTURE OF JAPAN IN ENGLISH, AND EDUCATION, SOCIETY AND CULTURE OF THE IN JAPANESE SHARES UNDER SECTION 8-2-2 THAT ONLY IN 2002, children with elementary and middle schools had programs in some subjects, yet, “Most slow learners in elementary and middle schools do not receive much special attention.” As a result, they are likely to have behavioral problems by middle school, and few teachers can help them catch up with assignments. The students who enter middle school behind have a hard time catching up and often sit still in a class with no comprehension of the course material. According to the 1987 school survey 0% of middle school teachers agree that it is too difficult to help the students who are behind to catch up with their classmates (Kudos 1994b;329). Entering high school being behind only increases.
Early Intervention of Learning Disabilities, Hidden Disabilities and Special Needs is critical, otherwise, children can be identified with failure, if ignored, can allow children to become identified with failure.
Hidden Disabilities are rarely acknowledged because they are “hidden”. Synonymous with Invisible Disabilities, the term is an general term that defines the spectrum of challenges that are not plainly visible or observable by what is see. They often involve the process or neurology of information being sent, retrieved, retained, and communicated. Hidden Disabilities significantly hinder one’s ability to find success in retrieving information verbally, visually or by actively doing. It affects daily living and often is overlooked.