A study was conducted at Bharathidasan Govt. College for Women to identify types of learning disabilities among students. 50 students were randomly selected and interviewed. The results found that 50% of students exhibited symptoms of dyslexia, with other prevalent disabilities being poor organizational skills (26%), slow work completion (20%), and poor short term memory (28%). Common learning disabilities identified included dyslexia, dysgraphia, and dyscalculia. The document provides pointers on treating students with learning disabilities, such as rewarding positive behavior, improving concentration, and consulting specialists.

1. LEARNING DISABILITY
IN
BHARATHIDASAN GOVT. COLLEGE FOR WOMEN
Mrs. Rajiny.Ch.,M.Sc.,B.Ed., PGDN&D.,(Ph.D).
Lecturer in Home Science/ NSS Programme Officer,
Bharathidasan Govt. College for Women,
Puducherry
rjny_blj@yahoo.com

2. What is Learning Disability ?
The term learning disability (LD)
refers to a group of disorders that
affect a broad range of academic
and functional skills including the
ability to speak, listen, read, write,
spell, reason and organize
information

3. TYPES OF LEARNING DISABILITY
 Dyslexia -Difficulty with accurate and/or fluent
word recognition, word decoding, reading rate,
prosody (oral reading with expression), and
reading comprehension.
 Dysphasia/Aphasia-Speech and language
disorders
 Dysgraphia- Impaired written language ability
may include impairments in
handwriting&spelling
 Dyscalculia- Difficulties as learning math
concepts (such as quantity, place value, and
time), difficulty memorizing math facts, difficulty
organizing numbers, and understanding how
problems are organized
 Dyspraxia - A variety of difficulties with motor
skills

4. A short study was conducted in
Bharathidasan Govt. College for
Women

5. OBJECTIVE OF THE STUDY
 To identify the type of learning
disability prevalent among students
of Bharathidasan Govt.College for
Women.
 To plan measures to treat those
with learning disability.

6. METHODOLOGY OF THE STUDY
 Samples were selected randomly.
 Fifty samples were selected
 Interview schedule was used as
the tool

7. RESULTS
 Poor performance on group tests (28%)
 Difficulty discriminating size, shape, color (6%)
 Difficulty with temporal (time) concepts( Nil)
 Distorted concept of body image (Nil)
 Reversals in writing and reading (Nil)
 Poor visual-motor coordination (Nil)
 Hyperactivity (16%)
 Difficulty copying accurately from a model
(10%)
 Slowness in completing work (20%)
 Poor organizational skills (26%)
 Easily confused by instructions (12%)
 Difficulty with abstract reasoning and/or
problem solving (12%)
 Disorganized thinking (Nil)
 Often obsesses on one topic or idea (4%)
 Poor short-term or long-term memory (28%)

8. RESULTS
 Impulsive behavior; lack of reflective thought prior to action
(30%)
 Low tolerance for frustration (8%)
 Excessive movement during sleep (10%)
 Poor peer relationships (14%)
 Overly excitable during group play (16%)
 Poor social judgment (12%)
 Inappropriate, unselective, and often excessive display of
affection (10%)
 Lags in developmental milestones (e.g. motor, language)
(2%)
 Behavior often inappropriate for situation (Nil)
 Failure to see consequences for his actions (12%)
 Overly gullible; easily led by peers (16%)
 Excessive variation in mood and responsiveness (10%)
 Poor adjustment to environmental changes (10%)
 Overly distractible; difficulty concentrating (20%)
 Difficulty making decisions (36%)
 Lack of hand preference or mixed dominance (16%)
 Difficulty with tasks requiring sequencing (22%)

9. Prevalence under broader
classification:
 “Dyslexia" – 50%
 Dysphasia/aphasia-4%
 Dysgraphia -14%
 Dyscalculia -5%
 Dyspraxia –Nil

10. Possible reasons for prevalence of
Learning Disability
 Fear
 Stress
 Lack of interest
 Compulsion
 Improper teaching method
 Tease
 Lack of time (hurry)
 Lack of practice (training)
 Lack of self confidence
 Inferiority Complex/Superiority Complex
 Negative attitude
 Weak body and mind
 Lack of love and care

11. POINTERS TO TREAT STUDENTS
WITH LEARNING DISABILITIES
 Look for and encourage their strengths, interests, and
abilities
 Reward them with praise, good words, smiles, as often
as you can
 Accept them for what they are and for their human
potential for growth and development
 Involve them in establishing rules and regulations,
schedules, and family activities
 Tell them when they misbehave and explain how you
feel about their behavior and propose a better behaviour
 Help them to correct their errors and mistakes by
showing or demonstrating what they should do
 Don't nag!
 Give them reasonable chores and a regular work
responsibility
 Provide games, motor activities and opportunities that
will stimulate them in their development.
(Contd…)

12. Contd…………
 Relate incidences of moral values to them.
Encourage them to ask questions & discuss.
 Further improve their ability to concentrate by
reducing distracting aspects of their environment
 Don't get hung up on traditional school grades! It
is important that they progress at their own rates
and be rewarded for doing so.
 Take them to libraries and encourage them to
select and check out books of interest
 Help them to develop self-esteem and to compete
with self rather than with others
 Insist that they cooperate socially by playing,
helping, and serving others in the family and the
community.
 Don't hesitate to consult with other colleagues,
family members or other specialists
( Contd….)

13. CONCLUSION
 Each child is unique
 Learn to respect their individual
identity
 Identify students with learning
disability
 Provide some time and care to
improve them
 This will help the student
towards better performance