Risk factors for scholastic backwardness in children.

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 sex- matched 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. CONCLUSIONS: Social and family factors have a significant influence on the academic functioning of children.

Developing a model for resource room training for slow learners in normal schools.

BACKGROUND: A significant number of children with scholastic backwardness in normal schools are slow learners. The aim of the present study was to evaluate the effectiveness of an individualized education program (IEP) for slow learners, modeled on resource room training in normal schools. MATERIALS AND METHODS: 15 children with IQ in the 70-90 range were given individualized education for a period of 4 months. The children were divided into three equal groups and were given individualized training in reading, writing and mathematics for 5 hours a week in two sessions. The academic level of each child was rated before and after the training program by independent assessors. RESULTS: After the training, 87% of children had improvement in either mathematics, reading or writing and 47% had improvement in all the three areas. The overall academic improvement was statistically significant. CONCLUSION: IEP will lead to improvement in academic functioning of children who are slow learners.