ABSTRACT
Background: Learning Disability (LD) is a frequently neglected entity in our set up, with the affected children being labeled as dull and worthless. The feeling of inadequacy and shame leads to psychological problems in approx. 30% of these children. These include low self-esteem, school phobia, anxiety, depression, oppositional-defiant behavior and conduct disorders. Early recognition of this disability in the primary school children and initiating appropriate remedial measures can significantly reduce morbidity. Authors objective was to study the prevalence and pattern of alphabet problems in children with learning disability.Methods: This was a cross sectional study done in the Child Guidance Clinic of a tertiary care teaching hospital in Chitradurga district, Karnataka, between January 2016 and January 2018. After obtaining informed consent from parents, children between ages 5 to 17 years, diagnosed to have learning disability, were asked to write upper and lower case alphabets in English. Alphabet problem was diagnosed if child had mixing of upper and lower case alphabets, missing of alphabets, reversals and improper sequence. Association of alphabet problems with age and sex was studied.Results: There were 293 children with learning disability, between 5-17 yr of age, attending our Child Guidance Clinic, who were assessed for alphabet problems. Alphabet problems were noted in 83.6% children. Mixing of upper and lower case alphabets was seen in 74.74%, missing of alphabets in 25.94%, reversal of alphabet in 21.50% and errors in sequencing in 12.97%. The prevalence of alphabet problems was higher in the 5-8yr age group. Prevalence of alphabet problems was more in males compared to females.Conclusions: Alphabet problems were present in a significant number of children with learning disability. Presence of alphabet problems could be used as a simple screening tool for children with learning disabilities.
ABSTRACT
Background: Learning disability (LD) is one of the major causes of poor scholastic backwardness. Undetected and unmanaged specific LDs result in chronic scholastic backwardness ensuing school dropouts, emotional and behavioral problems such as depression, substance abuse and social delinquency. Since teachers are the ones who first encounter academic difficulties of children, their knowledge and training on LD is of utmost importance in identifying it at an initial stage and to prevent further mental and social damage. This study is to assess the knowledge level of primary school teachers on learning disability.Methods: This cross-sectional study was conducted among government primary school teachers of Malappuram district, Kerala from April 16, 2018 to May 20, 2018.Convenient sampling method was adopted. The study sample consisted of 709 primary school teachers from 21 schools in Malappuram district of Kerala and the teacher's knowledge level on learning disability was assessed using a questionnaire.Results: Even though majority of the teachers had some knowledge about the outcome and treatment of learning disability, they lack sufficient knowledge about its concepts and causes and it is grossly insufficient for its practical application in the class room.Conclusions: There is a need to improve the knowledge of primary school teachers on LD and to enhance their basic skills in recognizing learning disability at the earliest. This is very important for the management of these children by introducing and applying the appropriate remedial measures on time. This can go a long way in improving the quality of learning among children with poor scholastic performance.
ABSTRACT
Background: In spite of having average or above average intelligence, emergence of poor academic performance can be catastrophic, both to the children and their families. Aim: To find out the etiological factors behind the scholastic backwardness which are prevailing in different sexes and in different socio-economic background of the children attending normal school. Method: 125 children of both sexes in the age range of 12 to 16 years were taken for this study. They were brought to rule out the suspected causes of mental retardation. Assessment were done on the measures of the class teacher rating on the functioning of the child in the school including general activity in the class, relationship with students and teachers, academic functioning, play and extracurricular activities. Qualitative analysis of the data was done. Results: Result revealed that intelligence is not the single criteria that determine the academic performance of students. Several cognitive and non – cognitive factors which are found within the child and outside of the child i.e. family, school and society are solely responsible to determine the scholastic performance of the students.
ABSTRACT
Aim: To identify the risk factors for scholastic backwardness in children. Participants: Children in the 6-12 year age group attending regular schools and referred to the child guidance clinic for scholastic backwardness. Setting: Tertiary care hospital in South India. Methods: Participants were compared with an age-and sexmatched group of children with good academic performance, to ascertain risk factors for scholastic backwardness. Results: There were 75 boys and 35 girls in the study group. Among them 30 (27%) children had mental retardation, 39 (36%) had borderline intelligence and 12 (11%) had microcephaly. Undernutrition was noted in 36 (33%) children and 31 (28%) had stunted growth. 28 (26%) children had a history of chronic medical problems like epilepsy, bronchial asthma and congenital heart diseases. Visual, hearing and speech defects were present in 6 (6%), 5 (5%) and 12 (11%) children, respectively. Statistically significant differences were noted in the educational level and employment status of parents of children with scholastic backwardness and those with good academic performance. Conclusion: Social and family factors have a significant influence on the academic functioning of children.
ABSTRACT
Objective. To evaluate the impact of co-occurring attention-deficit/hyperactivity disorder (ADHD) on the health-related quality of life (HRQOL) of children with newly diagnosed specific learning disability (SpLD). Methods. From September 2005 to March 2006, 150 parents (either mother or father) of children consecutively diagnosed as having SpLD were enrolled. The Child Health Questionnaire-Parent Form 50® (CHQ-PF50®) was used to measure parent-reported HRQOL. CHQ-PF50® mean domain and summary scores computed for “SpLD/ADHD” and “SpLD only” children groups were compared using Independent Samples t-test. Results. HRQOL of “SpLD/ADHD” children was significantly poorer in four domains: emotional impact on parents (mean difference: -11.0 ; 95% CI: -18.75 – -3.25; P = 0.006), general behavior (-9.61; 95% CI: -15.44 – -3.78; P = 0.002), time impact on parents (-9.51; 95% CI: -18.42 – -0.60; P = 0.038), and, self esteem (-7.62; 95% CI: -13.98 – -1.26; P = 0.020); and in overall psychosocial functioning (-5.34; 95% CI: -8.49 – -2.19; P = 0.001). Conclusion. Co-occurring ADHD adversely impacts the HRQOL of children with newly diagnosed SpLD especially in domains related to their psychosocial functioning.