Prevalence and Patterns of Learning Disabilities in School Children

Padhy, Susanta Kumar; Goel, Sonu; Das, Shyam; Sarkar, Siddharth; Sharma, Vijaylaxmi; Panigrahi, Mahima

doi:10.1007/s12098-015-1862-8

Cited by 31 publications

(26 citation statements)

References 23 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The study took a sample of 200 teachers and found that there was a statistically significant relationship in overall level of knowledge and teacher gender, education, years of experience, type of school and class being taught. A similar study was conducted by Padhy, Goel, Das, Sarkar, Sharma and Panigrahi (2016) to investigate teacher perceptions about learning disabilities in the public schools of slum areas of Chandigarh, India. A purposive sampling technique was adopted to obtain a sample of 80 teachers from 103 schools there.…”

Section: Literature Reviewmentioning

confidence: 99%

Assessing Primary School Teachers’s Knowledge of Specific Learning Disabilities in the Kingdom of Saudi Arabia

Alahmadi¹,

Keshky²

2018

JEDP

View full text Add to dashboard Cite

PURPOSE: Children with Learning disabilities require exceptional attention from family, their social circle and teachers. Because moral support and learning are initiated in the school environment by teachers (Padmavathi & Lalitha, 2009), the aim of this study is to evaluate primary school teachers’ knowledge about special learning disabilities in the Kingdom of Saudi Arabia. MATERIAL & METHOD: A sample of 902 primary private and puplic school teachers from 78 schools across different regions of Saudi Arabia was selected using a convenience sampling technique. Teachers’ knowledge about learning disabilities was surveyed electronically using a structured knowledge 40-item questionnaire on learning disabilities. A descriptive and quantitative approach was used to assess their knowledge. SPSS v21 was used to analyze the data. RESULTS: The study found that a majority of primary school teachers have average knowledge about specific learning disabilities. Consequently, teachers’ range of knowledge has statistically significant impact on their level of knowledge. The study correspondingly shows a significant relationship between levels of knowledge and socio-demographic variables, but no statistically significant difference in the knowledge level of male and female teachers regarding learning disabilities. CONCLUSION: Teachers do not have adequate knowledge regarding learning disabilities, and do not know what should be done when facing such issue. Teachers’ knowledge about learning disabilities is insuficient, because their academic training did not include any courses about it. As a consequence, education lawmakers should arrange appropriate teacher training or structured learning programs regarding learning disability concepts, assessment, diagnosis and identification for such teachers.

show abstract

Section: Literature Reviewmentioning

confidence: 99%

Assessing Primary School Teachers’s Knowledge of Specific Learning Disabilities in the Kingdom of Saudi Arabia

Alahmadi¹,

Keshky²

2018

JEDP

View full text Add to dashboard Cite

show abstract

“…8 Its prevalence was reported from 3-15% in school children in India. 9,10 A conclusive diagnosis of SLD cannot be made until the child is about 7-8 years old, as some children are "normal late developers" and they outgrow their learning problems, unlike LD, which is a life-long disorder. 11 However, signs of SLD can be detected in "at risk "children even earlier.…”

Section: Discussionmentioning

confidence: 99%

A Study of Reasonable Accommodations Provided in Classrooms to Children With Specific Learning Disorders

Pingali¹,

Sundararajan²

2017

jemds

View full text Add to dashboard Cite

BACKGROUND Specific Learning Disorders (SLD) are a group of neurodevelopmental disorders that present with significant difficulty and underachievement in areas of reading, writing and mathematics not in keeping with the child's overall achievement level. Reasonable accommodations are one way to keep children with SLD on par with their peers as most of these accommodations are provided during examinations. Classroom study is a struggle for the child unless accommodations are provided here as well. In the absence of uniform policy, it is left to the school to provide the same. Aim-To study the reasonable accommodations provided in classrooms to children with specific learning disorders.Objectives-1. To study the school policy with regard to provision of reasonable accommodations to children with specific learning disorders.2. To study the reasonable accommodations provided in classrooms during the course of instructions. MATERIALS AND METHODSA total of 30 registered, privately funded, English medium schools, having up to tenth standard and willing to give written informed consent were taken up for the study. Convenience sampling method was used. A questionnaire specially designed for the study was used to collect data. Statistical Analysis-Frequency was calculated according to descriptive statistics. RESULTSMajority of the schools had children with learning disability, mostly detected in classes 1-5. Nearly 76% had a uniform school policy of dealing with children having SLD. Majority of schools conducted regular awareness workshops for their teachers. Most of the accommodations provided were while providing instructions and with seating arrangements in class. CONCLUSIONThere is a policy for children with specific learning disability in exams; however, there is no uniform policy with regard to accommodations provided to such children in classrooms. Most of the schools studied had in place facilities for children in classrooms, though the lack of guidelines and uniform policy hampers their effectiveness.

show abstract

“…3 On similar lines, a recent study has estimated that learning disability is present in about 3% of thirdand fourth-grade students assessed from a cross-sectional sample. 5 It has been evidenced that usually children with learning disorders have the characteristics, such as attention and concentration difficulties, socialization difficulties, low frustration tolerance, perceptual difficulties, hyperactivity, poor in reading, writing, spellings, and arithmetic. 6 Keeping in mind the abovementioned information, it was thought imperative to explore a pattern of deficits in children suffering from SLDs (mixed type) if any, in order to aid in early detection and early remedial process.…”

Section: Jpmermentioning

confidence: 99%

Profile of Deficits on Assessment Battery in Children with Specific Learning Disorders

Kohli¹,

Sharma²,

Padhy³

2018

Journal of Postgraduate Medicine, Education and Research

View full text Add to dashboard Cite

Learning disabilities affects the acquisition, organization, retention, understanding, or use of verbal or nonverbal information. They usually result from impairments in memory, attention, phonological processing, language processing, visuospatial processing, and so forth leading to inabilities in oral language like speaking and understanding the grammatical constructions, reading like phonetic knowledge and word recognition, written language like spellings and alphabet recognition, and also arithmetic like computation.The aim of the current study is to show the profile in learning disabled children.Brigance Basic Skills List and the National Institute of Mental Health and Neurosciences (NIMHANS) index of specific learning disabilities are used for the purpose. The Brigance Basic Skills List is designed to assess visuomotor skills, visual discrimination, acquisition of gross motor and fine motor skills, and acquisition of alphabets and numbers. The NIMHANS index in addition to the above also assesses the reading, writing, spellings, and arithmetic skills of the subjects and other functions like attention, memory, and perceptual motor functions of the subjects. The sample was drawn from the Child and Adolescent Psychiatric clinic of outpatient of Department of Psychiatry, Postgraduate Institute of Medical Education and Research, Chandigarh, India. It comprised of 20 subjects within the age range of 10 to 18 years with learning disabilities in one or more areas along with difficulties. They were all belonging to middle-to upper-middle socioeconomic status and were studying in private school setup.The results show the profile of the subjects on attention in terms of distractibility and impulsiveness, the memory profile, perceptual motor functions, basic academic skills in terms of visual and auditory discrimination, concept and sequencing of letters and numbers, and the type of errors in terms of their reading, writing, spellings, and arithmetic skills.

show abstract

Prevalence and Patterns of Learning Disabilities in School Children

Abstract: Learning disability is an important concern in young school aged children. Early identification of such students can help in early institution of intervention and suitable modifications in teaching techniques.

Cited by 31 publications

References 23 publications

Assessing Primary School Teachers’s Knowledge of Specific Learning Disabilities in the Kingdom of Saudi Arabia

Assessing Primary School Teachers’s Knowledge of Specific Learning Disabilities in the Kingdom of Saudi Arabia

A Study of Reasonable Accommodations Provided in Classrooms to Children With Specific Learning Disorders

Profile of Deficits on Assessment Battery in Children with Specific Learning Disorders

Contact Info

Product

Resources

About