Identification of Learning Disabilities in India: Current Challenges and Issues. (January 2023)

• Record Type: Journal Article
• Authors: Misquitta, Radhika; Panshikar, Apoorva
• Other Names: Chow Jason C. guest-editor.
• Is Part Of: Intervention in school and clinic. Volume 58:Number 3(2023)
• Page Start: 213
• Page End: 217
• Publication Date: 2023-01
• Subjects: India -- learning disabilities -- multilingual assessment -- identification -- response to intervention; Learning disabled children -- Education -- Periodicals; Problem children -- Education -- Periodicals; Behavior disorders in children -- Periodicals; Special education -- Periodicals; 371.9
• DOI: 10.1177/10534512221081274
• Languages: English
• ISSNs: 1053-4512

Abstract

Research on learning disabilities (LD) in India is in its nascent stage, and LD was only recently recognized as a disability in 2016. This column presents an overview of current identification procedures in India and suggests alternatives for the way forward. Identification of LD in India is challenging given the diversity in languages spoken and the socio-economic disparity. Estimated prevalence rates of LD in India range widely between 2% and 19%. Few assessment tools in India have been developed and normed on the Indian population or are available in Indian languages. This column recommends exploring a response to intervention (RTI) approach to identification of LD. It highlights the need for development of assessment tools in multiple languages that have been normed and standardized on an Indian population.