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Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

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Published on: September 27, 2020

Managing specific learning disability in schools in India.

Sunil Karande¹, Rukhshana Sholapurwala, Madhuri Kulkarni

¹Learning Disability Clinic, Department of Pediatrics, Seth GS Medical College and KEM Hospital, Mumbai, India. karandesunil@yahoo.com

Indian Pediatrics

|August 5, 2011

Summary

Specific learning disability affects 5-15% of children. Early screening and support in mainstream schools are crucial for academic success.

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Area of Science:

Education
Developmental Psychology
Pediatrics

Background:

Specific learning disabilities (SLDs), including dyslexia, dysgraphia, and dyscalculia, affect 5-15% of school-aged children.
Awareness of SLDs has increased in India over the past decade, yet comprehensive support remains a challenge.

Purpose of the Study:

To highlight the need for early identification and intervention for children with specific learning disabilities in mainstream Indian schools.
To advocate for systemic changes to ensure equitable academic opportunities for all students with SLDs.

Main Methods:

Review of current awareness and support systems for SLDs in India.
Analysis of the role of regular classroom teachers, school management, and government policy in addressing SLDs.

Main Results:

Teachers require training to identify and screen for SLDs in primary school.
Schools need to establish resource rooms and employ special educators for effective remedial education.
Mandatory provisions during examinations are essential for students with SLDs.

Conclusions:

Early screening and intervention by trained teachers are vital for students with specific learning disabilities.
Proactive school management and government recognition of SLDs are necessary to ensure children receive adequate support and benefit from the Right to Education Act.