ABSTRACT
BACKGROUND: A supportive home environment is one of the factors that can favorably determine the outcome of specific learning disability (SpLD) in a school-going child. However, there is no reliable information available on parental knowledge about SpLD. AIMS: To investigate parental knowledge of SpLD and to evaluate the impact of an educational intervention on it. SETTINGS AND DESIGN: Prospective questionnaire-based study conducted in our clinic. MATERIALS AND METHODS: From April to November 2002, 50 parents who were conversant in English and willing to follow up were interviewed. After the interview, each parent was administered a structured educational program and re-interviewed after 3 months. STATISTICAL ANALYSIS: The pre- and post-intervention responses were compared using Chi-square test. RESULTS: After the intervention, there was significant improvement in parental knowledge of (i) the meaning of the term 'SpLD' (32/50 vs. 50/50, P CONCLUSION: Parental knowledge of their child's SpLD is inadequate and this can be significantly improved by a single-session educational program.