Learning Disability Research Paper

We have always had learners with learning disabilities in our classroom but each time professionals or teachers have failed to recognise them as learners who need special instructions and attention. These learners have been always recognised with confusing and controversial labels like slow learners, neurologically disabled, perceptually disabled, dyslexic etc. These labels were given by various professionals who assess the disability and hence, are so varied. Over the years, many different terms have been consolidated to formulate one term for this disability which is known as Learning Disability. (Lerner, 2000)

As mentioned above, the disability was labelled in different terms by professionals of varied disciplines. One of the definitions,

These disorders are intrinsic to the individual, presumed due to Central Nervous System dysfunction and may occur across the life span. Problems in self-regulatory behaviours, social perception and social interactions may exist with Learning Disability but do not by themselves constitute a Learning Disability. Although learning disabilities may occur concomitantly with other handicapping conditions (for example- sensory impairment, mental retardation, serious emotional disturbance) or with extrinsic influences (such as cultural differences, insufficient or inappropriate instruction), they are not the result of those conditions or

This varied diversity masks the processing problem and hence LD is a difficult to detect.

The prevalence of Learning Disability study was conducted by L.M.T.G. Hospital, Sion, Mumbai reveals that 2,225 children visit hospital for certification of any kind of disability and out of which 640 were diagnosed having Specific Learning disability. A study conducted for Indian Council of Medical Research in Bangalore reported that prevalence of LD in 4-16 year old children was 12%. A study in Kerala revealed that nearly 10% of childhood population have language disorder and 8-10% of school population have Learning Disability in one or the other form (1997).

1.1.3. Characteristics

Lerner’s (2000) recent list includes the following learning and behavioural characteristics of individuals with learning disabilities:

• Disorder of attention

• Poor motor disabilities

• Psychological process deficits and information processing problems

• Lack of cognitive strategies needed for efficient learning

• Oral language difficulties

• Reading difficulties

• Written language problems

• Quantitative