Learning Disabilities In India Research Articles

Learning disabilities in India: A closer look at pre-service teacher development practices

ABSTRACT This paper critically examines the centrally administered pre-service teacher preparation program for learning disabilities in India. With no equivalent Indian competency standards, this paper analyses components of the teacher preparation curriculum in the light of 22 high leverage practices (HLPs) outlined by the Council for Exceptional Children (CEC) as well as examines interview data from teacher educators to better understand challenges on the ground. Overall, the paper notes a heavy emphasis on theory over practice, with limited opportunities for practice. HLPs related to social-emotional and behavioral practices were minimally addressed in the curriculum. Finally, although the program was dedicated to serving children with learning disabilities, prospective teachers tended to get placed in inclusive settings and were required to work with students with a range of disabilities, highlighting the need for a program with a wider range of disabilities, not only learning disabilities. Implications for school and educational psychologists are discussed.

A study to assess the effectiveness of self-instructional module on knowledge regarding learning disabilities in children among primary school teachers

Learning disability (SLD) comprises a heterogeneous group of disorders with the main impairment being cognitive processing manifested by significant difficulties in the acquisition and use of skills such as listening, speaking, reading, reasoning, writing or mathematical skill. This leads to challenges in academic performance and has psychosocial implications. Trained teachers who have positive attitude and practical knowledge concerning individual needs (physical, emotional and intellectual) and problems can prevent and manage emotional and psychosocial problems of young children. In India the prevalence of specific learning disability in India ranges from 5%–15% in various studies. Identification of disorder prior to school age is difficult due to the instability of results obtained from formal testing procedures. Teachers are the first person to notice that the child is not learning as expected. The research design adopted for this study was pre experimental one group pre testpost test research design and research approach adopted for this was to qualitative approach. The sample was 100 primary school teachers. Non probability purposive sampling technique was used. Data was collected by using structured knowledge questionnaire consisting of two sections, Section I – Socio-Demographic variables & Section II – Structured knowledge Questionnaire.The mean of post-test knowledge scores was 26.6 which is significantly higher than mean of pre-test knowledge scores of 12.4. Standard deviation of post-test score and pre-test score is 9.4 and 13.3 respectively. The computed paired “t” value (18.67, df=99 at the level of P= 0.05) is greater than table value (1.66) which represents significant gain in knowledge. Hence the hypothesis RH is accepted. It is evident from the results that RH: There will be significant association between the pretest knowledge score and selected demographic variables at the level of P≤ 0.05. is accepted as there is significant association between pretest knowledge score and selected demographic variables like educational qualification, years of experience, child psychology in syllabus and attended in-service education.The study revealed that the level of knowledge regarding learning disability was low among school teachers in pretest and there was significant gain in knowledge in post test. Thus the study results revealed that self-instructional module is an effective instructional method to improve the knowledge level of primary school teachers regarding learning disabilities.

Prevalence and Pattern of Learning Disability in India

Introduction: Specific learning disorder (SLD) is a much common concept widely discussed nowadays. Specifically, it is a neurodevelopmental disorder found in children and adults. According to the Diagnostic and Statistical Manual of Mental Disorder (DSM)-V, SLD stands for a group of disorders that impedes the ability to learn or to use the requisite academic skills. It comprises impairment in reading, writing, and mathematical ability. Aim of the Review: This systematic review aimed to identify the prevalence and pattern of learning disability among children of India. Methods: This systematic review and meta-analysis followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines and is also registered under PROSPERO vide CRD Number: CRD42021286224. The literature search was done using Boolean operators in databases such as PubMed, ProQuest, Cochrane, ScienceDirect, Google Scholar, and websites such as ResearchGate, Academia, and so on. The literature search was focused on Indian studies conducted between 2000 and 2020 (20 years). The initial search identified 122 articles across the databases. Following the screening process and removing the duplicate files, 20 articles were included in the review. According to the predetermined protocol, the researcher independently searched, reviewed, collected, extracted, and evaluated the requisite data and relevant information from each research article. Each individual research article was assessed for its quality using the “critical appraisal tool for use in systematic reviews addressing questions of prevalence.” In the current review, considering the heterogeneity between the studies with regard to sample selection, geographical location, and instrument used for data collection, a random-effect model was adopted. The statistical evaluations were done through OpenMeta (Analyst). Results and Discussion: The prevalence of learning disability among Indian children ranges from 2.16% to 30.77% across the studies. The pooled prevalence of LD among children and adolescents is estimated to be 10.70% (95% confidence interval [CI]: 7.10% to 14.3%), and the median age was 6–12 years. The prevalence of dyslexia among children and adolescents is estimated to be 6.20% (95% CI: 4.40% to 7.90%; I 2 = 97.01% P < 0.001), while the prevalence of dysgraphia is estimated to be 6.30% (95% CI: 3.60% to 9%; I 2 = 97.83% P < 0.001). Moreover, the prevalence of dyscalculia is much lower and it is estimated to be 4.90% (95% CI: 2.60% to 7.20%; I 2 = 97.59% P < 0.001). The finding of this review is consistent with another review by the National Survey of Children's Health, USA, which estimated the lifelong prevalence of learning disability to be 9.7% in children (USA) from 3 to 17 years of age. Conclusion: The finding of the review explains that learning disability affects quite a large number of Indian Children. The information from the current review may set a benchmark to assess the disease burden of the country and it will be a reference for resource planning and health-care policymaking.

Identification of Learning Disabilities in India: Current Challenges and Issues

Research on learning disabilities (LD) in India is in its nascent stage, and LD was only recently recognized as a disability in 2016. This column presents an overview of current identification procedures in India and suggests alternatives for the way forward. Identification of LD in India is challenging given the diversity in languages spoken and the socio-economic disparity. Estimated prevalence rates of LD in India range widely between 2% and 19%. Few assessment tools in India have been developed and normed on the Indian population or are available in Indian languages. This column recommends exploring a response to intervention (RTI) approach to identification of LD. It highlights the need for development of assessment tools in multiple languages that have been normed and standardized on an Indian population.

Specific Learning Disabilities in India: Current Situation and the Path Ahead

Students with specific learning disabilities (SpLD) need timely remedial education and provisions to continue their education within the main-stream. The Government of India has enacted the Rights of Persons with Disabilities (RPwD) Act, 2016, and legitimized SpLD as a disability, nationally. This Act mandates screening of every school student for SpLD on completion of eight years of age, setting up of resource rooms for imparting remedial education in all schools, and provisions in examinations for all afflicted students. This Act authorizes that students with SpLD get benefit of reservations in higher education seats and government jobs. To ensure that this Act is implemented effectively, all stakeholders in the field of education and health will have to collaborate to set up sufficient number of assessment clinics, create sufficient number of special educators, and develop validated screening and assessment tools for diagnosing SpLD in all the regional languages of our country.

Analysis of Bibliography on Specific Learning Disability in India

Disability, CBR and Inclusive Development aims to enhance knowledge in the field of disability and inclusive development, addressing the needs of practitioners, policy makers, DPOs and the scientific community.

Case Vignettes on Life Span Approach to Diagnosis of Specific Learning Disability in India

Case Vignettes on Life Span Approach to Diagnosis of Specific Learning Disability in India

Current Legislations for Learning Disabilities in India and Future Prospects

Education is a fundamental right of every child. A substantial proportion of children in India suffer from various types of Learning Disabilities (LD). This article suggests that a majority of children with learning disabilities remain undetected in India due to different reasons including lack of awareness about the incidence and prevalence of LD, confusing regulations on the provision of accommodation for such children in schools and the medium of instruction. The article argues for a National Policy on Learning Disabilities that will provide uniform guidelines and direction to the regional and the local State.

The Impact of Affiliate Stigma on the Psychological Well-Being of Mothers of Children with Specific Learning Disabilities in India: The Mediating Role of Subjective Burden.

Knowledge of the impact of affiliate stigma on the wellbeing of caregivers to children with specific learning disability (SLD) in India is limited. To fill in this gap in knowledge a cross-sectional quantitative study was undertaken to assess the impact of affiliate stigma on the psychological well-being of mothers with children with SLD in India, and test the mediating role of subjective burden, using an adapted version of Pearlin's stress and adaptation model. Sample included 100 mothers of children with SLD. Data was collected using a structured interview schedule. Descriptive statistics, correlation and stepwise regression were used as the primary analytic tools. Affiliate stigma experienced by mothers significantly predicted low levels of psychological well-being and subjective burden mediated the relationship between affiliate stigma and psychological wellbeing. The findings call for developing targeted interventions to address affiliate stigma and positive appraisal of the caregiving situation, with the goal of improving the psychological well-being of mothers of children with SLD.

Review: Perspectives on Learning Disabilities in India: Current Practices and Prospects

Review: Perspectives on Learning Disabilities in India: Current Practices and Prospects

Review: Learning Disabilities in India

1School of Teacher Education at the University of Canberra, Australia Email: Misty.Adoniou@canberra.edu.au Learning Disabilities in India P. Karanth J. Rozario Sage Publications 2003 183 £27.50 0 7619 9677 X

Book Reviews : P. Karanth and J. Rozario (eds.), Learning Disabilities in India: Willing the Mind to Learn. New Delhi: Sage Publications, 2003, pp. 183. Rs. 250

Book Reviews : P. Karanth and J. Rozario (eds.), Learning Disabilities in India: Willing the Mind to Learn. New Delhi: Sage Publications, 2003, pp. 183. Rs. 250

Some Cultural and Moral Implications of Inclusive Education in India—a personal view

This article provides a personal viewpoint on and outline of the author's contribution to learning disability in India. It refers to her doctoral research on policy and the status of people with disability in India. It puts forth the view that although India addresses diversity in many ways it tends to exclude people with disability from national programmes. It argues that inclusive education should be context- and culture-specific and that inclusive programmes can develop, albeit incrementally, despite the fact that systemic change has not taken place. The article ends with the suggestion that moral and ethical considerations demand that people engaged with inclusion need to work towards inclusion of all children wherever necessary and that each individual first of all needs to internalise the change within themselves.

Two decades of research on learning disabilities in India

This paper describes a range of research studies relating to learning disabilities in India during the last two decades. Attention is called to the existence of many different languages within India. Standardized and teacher-made tools have been developed for assessment and remediation purposes. The paper ends by making some suggestions for further research. Copyright © 2000 John Wiley & Sons, Ltd.

Women in India forced to have hysterectomies

Women with learning disabilities in India can be forced to have hysterectomies, said Maharashta's state government last week. The ruling follows a nationwide controversy that erupted last month when gynaecologists carried out hysterectomies on 11 women with learning disabilities at a hospital in Pune in Maharashta. The women, aged between 18 and 35, are residents of an institution run by the government. Health authorities claim that consent was given by the women's parents or other lawful guardians and that the operations were done to maintain the women's hygiene during menstruation and to prevent …