Abstract
The present research aimed to understand the concerns of 20 Learning-Disabled adolescents in their academic and Non-academic areas. This was an exploratory study using interview method, that probed expression of the challenges they face in their school. The sample was selected in a child guidance clinic in Delhi. They were led by directional open-ended questions, leading them to talk about their concerns in academic and non-academic areas. Findings indicated their feelings of dejection and demotivation, inappropriate manner of teaching, choice of subjects, judgements based on marks and feeling unheard. They were restricted for games, library, zero-periods, third language and activity periods and were taught by special educators instead of subject specialised teachers. This added to conflicts, maladjustment, inappropriate labelling, loss of peer group and a feeling of inadequacy. They added that reduced and simplified content, compromised expectations, simpler subjects offered by the boards have made the academic journey easier, but it has also kept their potentials from full bloom.
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