The aim of this study was to find out areas for improvement in the system of special schools for mental retardation in India and to provide policy guidance. It attempted to find out regional variations between special schools in terms of service facilities, numbers of students enrolled in both day-care and residential facilities and composition and profile of human resources vis-à-vis students and special schools and to compare them with trends for the whole of India. The results indicate that enrollment of girl students is very low (37%) and that the staff-to-student ratio on average is 1:6 leaving scope for better utilization of the existing infrastructure. The study points out that the south and west regions account for 73% of special educational facilities while 26% of the schools provide residential facilities. Further the results indicate that only 31% of the special schools provide early intervention and early childhood education facilities. They also indicate that composition and deployment of staff is lopsided and there are wide variations among regions and within the different categories of staff. It is observed that staff profile comprises 51% special teachers, 31% rehabilitation professionals and 18% support staff. Based on the findings, seven major areas have emerged for improvement: regional balance in the growth of special schools, comprehensive services, equality between the sexes, full-time, qualified staff and optimal utilization of the existing infrastructure.

Research shows that training in Mata-cognition Strategies that are used to Improve Writing Disabilities have been successful or conclusive. The purpose of the present study was to study of effect of metacognitive strategy training and its effect on Writing performance of the 5 th Standard Boy and Girl's Students of India. We have investigated the effect of Meta-cognitive strategy training through the use of explicit strategy instruction on Improve Writing Disabilities in 5th Standard students. To reach the goal of the study two groups of Writing Disabilities in 5th Standard students were randomly assigned to a control and an experimental group. The experimental groups received instruction on Meta-cognitive strategy training through a 16-week period of instruction. However, only the experimental group received Meta-cognitive strategy training during the course of training. The result of the study showed that explicit Meta-cognitive strategy training has a significant positive effect on Improve Writing Disabilities in 5 th Standard students. The collected data were analyzed by using SPSS software.

Research shows that training in Mata-cognition