Abstract
Specific learning disability (dyslexia, dysgraphia, and dyscalculia) afflicts 5–15% of school-going children. Over the last decade; awareness about this invisible handicap has grown in India. However, much needs to be done to ensure that each afflicted child gets an opportunity to achieve his or her full academic potential in regular mainstream schools. In order to achieve this ideal scenario, all ‘regular’ classroom teachers should be sensitized to suspect, and trained to screen for this disability when the child is in primary school. School managements should become proactive to set up resource rooms and employ special educators to ensure that these children receive regular and affordable remedial education; and be diligent in ensuring that these children get the mandatory provisions both during school and board examinations. Once specific learning disability is recognized as a disability by the Government of India, these children with the backing of the Right to Education Act, would be able to benefit significantly.
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Karande, S., Sholapurwala, R. & Kulkarni, M. Managing specific learning disability in schools in India. Indian Pediatr 48, 515–520 (2011). https://doi.org/10.1007/s13312-011-0090-1
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DOI: https://doi.org/10.1007/s13312-011-0090-1