Management Of Learning Disabilities Research Articles

A Descriptive Study to assess the Knowledge of Primary School Teachers Regarding Learning Disabilities among Children in Selected Schools of District Gurdaspur, Punjab with a view to Develop Self Instructional Module

Background of the study: Learning disabilities are not a single disorder, but include disabilities in any of the components that include: reading disabilities (dyslexia), writing disabilities (dysgraphia) and mathematical disabilities (dyscalculia). In India, the estimate prevalence of learning disabilities range from 9-39% and the incidence of dyslexia in primary school children has been reported 2-18%, dysgraphia 14% and dyscalculia 5.5%. Teachers play a vital role in identification and management of learning disabilities. Aim of the study: The aim of the study is to assess the knowledge of primary school teachers regarding learning disabilities among children. Material and Methods: Non-experimental research approach and a descriptive research design were considered appropriate for the study to assess the knowledge of primary school teachers regarding learning disabilities among children. The sample size of 40 primary school teachers was selected using non-probability convenient sampling technique from selected schools of District Gurdaspur, Punjab. Data was collected using self- structured questionnaire. Self- instructional module regarding learning disabilities was given to the primary school teachers. Results: The study results depict that the maximum of primary school teachers had average knowledge i.e. 80% followed by good i.e. 15% and below average i.e. 5%. The mean and SD of total score is 16.1 and 4.37. Educational status had significant association with the knowledge regarding learning of primary school teachers regarding learning disabilities among children whereas all other variables (age, gender, religion, teaching experience, area of school and source of knowledge) don’t have any significant association with knowledge of primary school teachers regarding learning disabilities among children as statistically analysed by chi square at 0.05 level of significance. Conclusion: This study concluded that the majority of primary school teachers had average knowledge regarding learning disabilities among children. disabilities i.e. 80% followed by good i.e. 15% and below average i.e. 5%. The mean and SD of total score is 16.1 and 4.37

Knowledge and Attitude of Primary School Teachers Regarding Early Identification and Management of Learning Disability

Introduction: In India, 1% to 19% of the total students have Learning Disability. Learning disability may vary from person to person and is incurable but can be controlled if diagnosed earlier. Teachers play a vital role in its identification.
 Aims: Assessing the Knowledge and Attitude of primary school teachers regarding early identification and management of Learning Disability.
 Study Design: The study design is Descriptive cross sectional design.
 Place and Duration of Study: selected school at Tapi District, Gujarat, between 2020 – 2021.
 Methodology: The research was carried out by using Quantitative research approach and on 150 primary school teachers. The non probability sampling technique was used. The tool includes socio demographic variables, Knowledge questionnaire and Attitude scale.
 Results: No teacher have excellent knowledge i.e 0.00% regarding Learning Disabilty. 59.33% have good knowledge and 40.66% teachers are poor in knowledge regarding Learning Disability. 96.66% teachers have positive attitude towards children having Learning Disability while 3.33% teachers have negative Knowledge. There is positive correlation between Knowledge and Attitude. There is significant association of knowledge with age and classes allotted at p< 0.05. There is significant association of Attitude with classes allotted at p< 0.05.
 Conclusion: Majority of the teachers have good Knowledge and most of them have positive attitude towards the children with Learning disability.

Early diagnosis and management of learning disabilities in children living in rural communities

Abstract Children with learning disabilities have been shown to experience complex emotional and conduct difficulties, poor self-esteem and school refusal due to late diagnosis and inappropriate management. The current project has been conceived in light of the unique circumstances found in Greece, with a tremendous shortage of diagnostic services for learning difficulties in children attending primary schools and a total lack of family support services for the management of these difficulties at home. A university mobil unit was set in mid 2020 with funds raised by the Region of Crete, aiming at diagnosing learning difficulties in children living in remote areas as well as offering tailor-made biopsychosocial counselling to their families, at no cost. Diagnosis is made on the basis of reliable tools (e.g. WISC VGR, etc) by a range of specialised professionals (e.g. child psychologists, speech therapists, nurses, social workers). Children diagnosed with a learning disability receive a personalised intervention plan and a package of educational and counselling services ranging from 8-12 one-to-one tutoring sessions. Preliminary analysis of 68 records indicates 54 children being diagnosed with some type of learning disability. Nearly 40.0% of them were older than 10 years (implying delayed treatment seeking) and 46.3% lived in rural areas (implying service accessibility). Prevalence was higher among males as compared with females (61.1% vs 38.9%). A high prevalence of emotional difficulties was identified in children with learning disabilities (32.4%). Out of 54 children assessed for intelligence level, 8(14.8%) scored very low (70-79units) and 4 (7.4%) scored extremely low (below 69units). Out of the 12 who scored low, 11 were males. Family-centred and community-oriented interventions are necessary for early diagnosis and holistic management of learning disabilities. The project bears useful insight for health policy and health services planning. Key messages Early diagnosis and targeted interventions can help children overcome their difficulties. Family-centred interventions are necessary for efficient management of learning disabilities.

Consensus Statement of the Indian Academy of Pediatrics on Evaluation and Management of Learning Disability.

Learning Disability (LD) in children is a well-recognized developmental disorder, which has profound academic and psychosocial consequences. Due to the complex nature of LD and multiple disadvantages posed to the child due to LD, a multidisciplinary approach towards intervention is warranted. Given the paucity of evidence-based standardized treatment approaches, consensus guidelines for management of LD are needed. The meeting on formulation of national consensus guidelines on neurodevelopmental disorders was organized by Indian Academy of Pediatrics in Mumbai on 18th and 19th December, 2015. The invited experts included Pediatricians, Developmental Pediatricians, Pediatric Neurologists, Psychiatrists, Remedial Educators and Clinical Psychologists. The participants framed guidelines after extensive discussions. Thereafter, a committee was established to review and finalize the points discussed in the meeting. To provide guidelines on evaluation and management of LD in children in India. A basic intervention approach should focus on: (i) interpretation of evaluation reports; (ii) description of specific skills that may be delayed (e.g., phoneme awareness and phonics; reading comprehension; spelling; number sense and organizational skills) and (iii) identification of co-morbidities. The intervention should be inter-disciplinary and individualized to each child. Required services include: developmental pediatrics evaluation; neurological evaluation; ophthalmology and audiology evaluation; clinical psychology assessment; occupational therapy, remedial education, counseling for family, and career-counselling.

Assessment and Management of Learning Disability: A Case Report

The performance of school going students is determined by gamut of factors. The traditional view that intelligence is the most potent factor which determines academic performance has been challenged based on research and clinical work. The performance of the school going students is significantly effected by emotional and other non-cognitive factors. These non-cognitive factors include persistence of negative psychological states like depression, anger, excessive anxiety etc. Learning disability is also one of the factors which impairs academic performance of the school going students. The term “learning disability” has emerged from the need to identify and serve the children who continuously fail at school, yet are not intellectually disabled. In 1905, Witmer's case of child with larding problems gave impetus to the discipline of clinical psychology. There has been less focus on learning disability in school going children in India. The school teachers and administrators are less sensitive to these issues in students. Over the last few years, however, there has been an increase awareness of these important issues in schools and other academic set ups. The current paper will highlight the nature of learning disability, its assessment and interventions to work with students with these issues. The paper highlights the importance of trained special educators, mental health counselors and other similar professionals who can work in school set up to help school going children manage learning disability and similar issues. It has implications such students’ academic and emotional well-being.

Comparison of Private and Government School Teachers in Relation to Awareness and Attitude Regarding Learning Disabilities of Children

There are many children who look normal and behave normally but academically, they are not as good as their peers. They suffer from a lesser-known condition called learning disability (LD). Children spend most part of their learning hours in school with teachers, who are responsible for the integrated all round development of a child. Keeping all this in view a comparative study of awareness and attitude regarding learning disabilities of children was carried out among teachers working in selected private and Government schools of Ambala, Haryana. Objectives of the study were to assess and compare the awareness and attitude of private and government school teachers regarding learning disabilities of children. The study was also intended to determine the relationship between awareness and attitude scores of private and government school teachers regarding learning disabilities of children and to find the association of the levels of awareness and attitude of private and government school teachers regarding learning disabilities of children with selected personal variables. 120 subjects (60 form private schools and 60 from Government schools) were conveniently selected. The data related to awareness and attitude of teachers was assessed by their response to structured awareness questionnaire and 3- point attitude scale. There was no significant difference in awareness of private and government school teachers regarding learning disabilities of the children. Moreover, in both the private and Government schools, the teachers had the highest awareness deficit in the area of ‘role of teachers in management of learning disabilities’. There was a significant difference in attitude of private and government school teachers towards children suffering from learning disabilities. A low degree positive relationship was also found between awareness and attitude obtained by private and government school teachers regarding learning disabilities of children

Use of homoeopathic remedies in the management of learning disabilities

Aims: The objective of the study was to assess the therapeutic usefulness of Homoeopathy in the management of LD, viz., dyslexia and dysgraphia, to ascertain the role of homoeopathic medicines and verify their characteristic symptoms in the management of various types of LD to establish verified characteristic symptoms of medicines used in the management of various types of LD. Settings and Design: A 3-year randomised double blind case control study was carried out on 67 children between ages 8-12 years fulfilling the criteria of LD (ICD-10) for dyslexia and dysgraphia with a minimal observation period of one year. The study was conducted in three Marathi-medium schools in Mumbai. Material and Methods: 67 children between ages 8-12 years fulfilling the criteria of LD (ICD-10) for dyslexia and dysgraphia were studied for a minimal observation period of one year. All received remedial education as it is the standard mode of management. 32 children constituted Group I and were administered the indicated homoeopathic medicine in the 200 th potency in infrequent repetition while 35 children from Group II were given placebo. The children and the Remedial Educators who were the assessors were blinded for the study. Statistical Analysis Used: t-test was done for statistical analysis. Results: The children under homoeopathic treatment with remedial education showed an early response to remedial inputs and a statistically significant change in the indicators of dyslexia and dysgraphia. There was also a significant change in the co-morbid behavioural condition notably Attention Deficit Hyperactivity Disorder (ADHD). The study not only helped verify the characteristic symptoms of the remedies from Materia Medica useful in LD but also was able to report clinical symptoms which have not been reported in source books.53.12% of children needed Calcarea salts. The other significant remedy indicated in 9.3% children was Medorrhinum, Argenticum nitricum, Calc-flour, and Natrum salts were indicated in 6.25% children.Conclusion: Homoeopathic intervention when combined with standard remedial education has a definite role in bringing about an early change in all parameters of LD. It also assists in bringing about a change in treating the co-morbid conditions, commonly Attention Deficit Disorder (ADD/ADHD). The improvements started simultaneously in most of the areas except in speed of reading and reading comprehension, repetition in reading and omission of punctuation in writing.

Survey Gathers CSD Data From 22 Countries

Survey Gathers CSD Data From 22 Countries

Analyse d’une population de 100 enfants adressés pour troubles d’apprentissage scolaire

Design. – To determine the impact of a neuropediatrician view on diagnosis and management of learning disabilities. Method. – Retrospective review of the medical records of the last 100 children attending for learning disabilities from 1st June 2000 through 31st May 2001. Assessment concerned school curriculum, type of management before consultation, diagnosis procedure and type of management following consultation. Differential diagnosis was made in 100% of cases following evaluation. Results. – The three main diagnoses were attentionnal deficit disorder with hyperactivity (39%), mental retardation (17%) and dyslexia (7%). Mental retardation and cerebral palsy diagnoses had not been made before consultation. Conversely, 70% of the diagnoses of dyslexia made before consultation were incorrect. Medical treatment was proposed in 38% of cases and modification in the management in 59% of cases. Conclusion. – This study highlights the interest of a rigorous diagnosis procedure for learning disabilities, based on a neuropediatrics examination, a cognitive evaluation and phonological and lexical evaluation. It only may lead to an appropriate management.

Diagnosis and management of learning disabilities: Interdisciplinary/lifespan approach

Diagnosis and management of learning disabilities: Interdisciplinary/lifespan approach

Diagnosis and Management of Learning Disabilities, 3rd Edition

Book Review| Online November 01 1997 Diagnosis and Management of Learning Disabilities, 3rd Edition Diagnosis and Management of Learning Disabilities, 3rd Edition. Frank R. Brown III, PhD, MD, Elizabeth H. Aylward, PhD, and Barbara K. Keogh, PhD ( 1996) Singular Publishing Group, Inc., 4284 41 st Street, San Diego , CA 92105-1197. 322 pp.; $42.95; ISBN 1-56593-420-2 Lise Gerard, MS, OTR/L, BCP Lise Gerard, MS, OTR/L, BCP Search for other works by this author on: This Site PubMed Google Scholar Author & Article Information Online ISSN: 1943-7676 Print ISSN: 0272-9490 Copyright © 1997 by the American Occupational Therapy Association, Inc.1997 The American Journal of Occupational Therapy, 1997, Vol. 51(10), 934. https://doi.org/10.5014/ajot.51.10.934a Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn MailTo Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation Lise Gerard; Diagnosis and Management of Learning Disabilities, 3rd Edition. Am J Occup Ther November/December 1997, Vol. 51(10), 934. doi: https://doi.org/10.5014/ajot.51.10.934a Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentThe American Journal of Occupational Therapy Search Advanced Search This content is only available via PDF. Copyright © 1997 by the American Occupational Therapy Association, Inc.1997 Article PDF first page preview Close Modal You do not currently have access to this content.

Specific learning disability in children with neurofibromatosis type 1: significance of MRI abnormalities.

To determine whether previously reported areas of increased T2 signal intensity on MRI examination in children with neurofibromatosis type 1 (NF 1) are associated with deficits in development and learning common in this population, we evaluated 51 children with NF 1 (aged 8 to 16 years). Forty children completed the full assessment protocol (MRI, medical, psychometric, speech therapy, and occupational therapy assessments). The mean Full Scale IQ scores for the entire study population showed a left shift compared with the normal population, and the distribution of IQ scores was bimodal, suggesting that there are two populations of patients with NF 1--those with and those without a variable degree of cognitive impairment. There was no association between lower IQ scores and any clinical variable. Areas of increased T2 signal intensity unidentified bright objects (UBO+) were present in 62.5% of the study population, and their presence was not related to clinical severity, sex, age, socioeconomic status, macrocephaly, or family history of NF 1. However, compared with children without areas of increased T2 signal intensity (UBO-), the UBO+ group had significantly lower mean values for IQ and language scores and significantly impaired visuomotor integration and coordination. Children with areas of increased T2 signal intensity were at a much higher risk for impaired academic achievement. Children without increased T2 signal on MRI (UBO-) did not significantly differ from the general population in any measure of ability or performance. Areas of increased T2 signal on MRI represent dysplastic glial proliferation and aberrant myelination in the developing brain and are associated with deficits in higher cognitive function.(ABSTRACT TRUNCATED AT 250 WORDS)