Specific Learning Disability in India: Challenges and Opportunities

Muthusamy, Karthik; Sahu, Jitendra Kumar

doi:10.1007/s12098-019-03159-0

Cited by 9 publications

(5 citation statements)

References 6 publications

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“…44 The multiple curriculums at schools, varying standards, and multilingualism prevent a unifying standardized approach. 45 Regional adaptations in protocols and universal screening of children are the vital components. Prospective studies (across different states and vernacular languages), multicenter collaborations, and longitudinal research with a large sample and a single comprehensive test battery are needed to understand the Prevalence of Specific Learning Disorders Among Children Aged 6 to 19 Years in India (Random Effect Model).…”

Section: Discussionmentioning

confidence: 99%

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Prevalence of Specific Learning Disorders (SLD) Among Children in India: A Systematic Review and Meta-Analysis

Scaria

Bhaskaran

George

2022

Indian Journal of Psychological Medicine

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Background: Specific learning disorders (SLD) comprise varied conditions with ongoing problems in one of the three areas of educational skills–reading, writing, and arithmetic–which are essential for the learning process. There is a dearth of systematic reviews focused exclusively on the prevalence of SLD in India. Hence, this study was done to estimate the prevalence of SLD in Indian children. Methods: A systematic search of electronic databases of MEDLINE, Embase, PsycINFO, and CINAHL was conducted. Two authors independently assessed the eligibility of the full-text articles. The third author reassessed all selected studies. A standardized data extraction form was developed and piloted. The pooled prevalence of SLDs was estimated from the reported prevalence of eligible studies, using the random-effects model. Results: Six studies of the systematic review included the diagnostic screening of 8133 children. The random-effects meta-analysis showed that the overall pooled prevalence of SLD in India was 8% (95% CI = 4–11). The tools used to diagnose SLD in the studies were the National Institute of Mental Health and Neurosciences (NIMHANS)-SLD index and the Grade Level Assessment Device (GLAD). Conclusions: Nearly 8% of children up to 19 years have SLD. There are only a few high-quality, methodologically sound, population-based epidemiological studies on this topic. There is a pressing need to have large population-based surveys in India, using appropriate screening and diagnostic tools. Constructing standardized assessment tools, keeping in view the diversity of Indian culture, is also necessary.

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Section: Discussionmentioning

confidence: 99%

“…Some tools like the NIMHANS index for SLD can only be administered in English-medium schools, whereas in India, about 42% of students are studying in Hindi-medium schools. 11 Although many tools are developed in regional languages like Tamil, Kannada, and Marathi, 12 there is no nationwide acceptability of these tools to certify children with SLD.…”

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confidence: 99%

Prevalence of Specific Learning Disorders (SLD) Among Children in India: A Systematic Review and Meta-Analysis

Scaria

Bhaskaran

George

2022

Indian Journal of Psychological Medicine

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“…Seven point five percent of children were at risk of SLD in this study with a male preponderance. [ 10 ] Students of today are the budding futures of all nations. In human resource development, education plays a very important role.…”

Section: Need For the Studymentioning

confidence: 99%

Competency-based teacher education (CBTE): A training module to improve knowledge, attitude, and practices (KAP) of school teachers on learning disabilities in children

Rajesh

Joseph

2023

Journal of Family Medicine and Primary Care

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A BSTRACT Introduction: Inclusive education is a new approach towards a system of educating children with disabilities and learning difficulties with that of normal ones within the same crown. Competency-based teacher education (CBTE) is a framework in which teachers demonstrate their learned knowledge, attitude, and skills in order to achieve specific predetermined “competencies” for a specific course or at a specific educational institution. Children with learning disabilities have significant impairment in reading, writing, and mathematics in spite of normal intelligence and sensory abilities. Aim: The aim of the study was to evaluate the effectiveness of competency-based teacher education (CBTE) training module on knowledge, attitude, and practices (KAP) of school teachers regarding learning disabilities in children. Materials and Methods: This was a Quasi experimental study carried out in the month of December 2020 using one group pretest and posttest design. Thirty-five school teachers from a private school were randomly selected as study subjects who were handling classes for primary school students at Kolar. School teachers who had prior exposure in special schools and who had already worked as a counsellor were excluded from this study. Data were collected via a self-administrated method with structured questionnaires consist of 150 items including sociodemographic profile, knowledge, attitude, and practice of teachers regarding learning disabilities in children; the data were analysed using descriptive and inferential statistics. Results: The findings indicated that mean post-test knowledge score was 35.89, attitude score was 170.66, and practice score was 69.60. The effectiveness of CBTE training module was found to be statistically significant at P < 0.05 in terms of mean scores enhancement in knowledge, attitude, and practices. In terms of correlation between knowledge, attitude, and practices of school teachers on learning disabilities in children, it was found that there was a highly positive correlation between attitude and practice with r = 0.884, and knowledge and practice with r = 0.905. Conclusion: The CBTE training module is an effective method in enhancing the knowledge, changing the desirable attitude, and developing good skills of school teachers regarding the identification and management of learning disabilities.

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“…Any handicap to such a growth or areas of functioning is a matter of concern to majority of people. [ 1 ] Of all the problems that have an implication on educational handicap, academic underachievement is a major issue of all time. Specific learning disability (SLD) is viewed as one among the major hindrances to academic achievement among children, though most often it goes unrecognized because of lack of awareness among teachers and parents as well as limited resources in the community.…”

Section: Introductionmentioning

confidence: 99%

Cognitive style and working memory among adolescents with specific learning disability

Daniel

John

Rajkumar

et al. 2022

Journal of Education and Health Promotion

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BACKGROUND: In a world where education directly influences the quality of life of an individual, educational handicaps are a grave issue that plagues the lives of those affected. The current study aims to find out whether there is a difference in the cognitive style and working memory capacity among adolescents with specific learning disability (SLD) in comparison to their age-matched equivalent group without SLD. The study also targets to find out if there exists any relationship between cognitive style and working memory. MATERIALS AND METHODS: A total of sixty participants were selected (thirty adolescents with learning disability and thirty age-matched adolescents without learning disability) from Bangalore district of Karnataka and Thrissur district of Kerala using purposive sampling method. The tools used were the Indian adaptation of Embedded Figures Test by Nigam (1997) and the Wechsler Intelligence Scale for Children-Fourth Edition by Wechsler (2003). RESULTS: The results showed that there exists a significant difference in cognitive style dimensions of field dependence and independence between adolescents with learning disability (M = 11.6, standard deviation [SD] = 6.52) and adolescents without learning disability (M = 25.2, SD = 7.33) as well as in the working memory capacity between adolescents with learning disability (M = 66.7, SD = 19.26) and adolescents without learning disability (M = 102, SD = 14.93) groups under study (p < 0.01). The results also indicate that there exists no significant relationship between cognitive style and working memory. CONCLUSION: Adolescents with SLD was found to be field dependent and has low working memory capacity than adolescents without learning disability. The results reflect the need for developing cognitive interventions to enhance working memory capacity and cognitive style for helping adolescents with learning disability in all areas of their functioning, such that the society benefits as a whole.

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Specific Learning Disability in India: Challenges and Opportunities

Cited by 9 publications

References 6 publications

Prevalence of Specific Learning Disorders (SLD) Among Children in India: A Systematic Review and Meta-Analysis

Prevalence of Specific Learning Disorders (SLD) Among Children in India: A Systematic Review and Meta-Analysis

Competency-based teacher education (CBTE): A training module to improve knowledge, attitude, and practices (KAP) of school teachers on learning disabilities in children

Cognitive style and working memory among adolescents with specific learning disability

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