Learning disabled children are those children who suffer from serious learning disabilities. These children exhibit exceptionally inferior qualities and capacities in terms of learning and understanding in comparison to the normal children of their age or class. A child with learning disabilities is one with adequate mental ability, sensory processes and emotional stability who has a limited number of specific deficits in perceptual, integrative or expressive processes which severely impair learning efficiency. Identification of learning disabled children may be done mainly in two ways - the employment of non-testing and testing devices. In non-testing devices we may include techniques like observation, rating scale, check list, interview etc. By employing these devices, we try to identify the learning disabled in relation to their general personality and characteristics. Testing devices include standardized diagnostic tests, Ability tests or process tests, Achievement tests, Daily assessment system are utilized for assessment.

1. S. VIDHYA, Ph.D. Research Scholar
RECOGNIZINGLEARNING DISABILITIES AND
EMPHASIZING LEARNING POSSIBILITIES

2. INTRODUCTION
 Learning disabled children are those children who suffer from
serious learning disabilities. These children exhibit exceptionally
inferior qualities and capacities in terms of learning and
understanding in comparison to the normal children of their age or
class.

3. LEARNING DIFFICULTIES -
MEANING
According to The Association for Children with Learning Disabilities
USA, 1967 :
A child with learning disabilities is one with adequate mental ability,
sensory processes and emotional stability who has a limited number of
specific deficits in perceptual, integrative or expressive processes
which severely impair learning efficiency. This includes children who
have central nervous system dysfunctions which is expressed primarily
in impaired learning efficiency. (Telford & Sawrey,1977)

4. FACTORS AFFECTING LEARNING
DISABILITIES
INTRINSIC FACTORS
EXTRINSIC FACTORS

5. INTRINSIC FACTORS
Central Nervous System
Dysfunction,
specific deficits in information
processing or the ability to learn.

6. EXTRINSIC FACTORS
 Mental retardation
 Sensory impairment
 Emotional disturbance
 Cultural differences
 Lack of educational opportunities
 Poverty

7. IDENTIFICATION OF LEARNING
DISABLED CHILDREN
 NON-TESTING DEVICES
 TESTING DEVICES

8. NON-TESTING DEVICES
 Observation
 Rating scale
 Check list
 Interview

9. TESTING DEVICES
Standardized diagnostic tests
 Ability tests or process tests,
 Achievement tests
 Daily assessment system

10. SOME SPECIFIC LEARNING DISABILITIES
 HANDWRITING
 SPELLING
 READING
 THINKING AND REASONING ABILITIES
 SOCIAL SKILLS
 ATTENTION DEFICIT

11. HANDWRITING
Using manipulative exercises to
strengthen muscles.
Helping them learn a proper position and
form for writing.
Children should be made to learn proper
figuring of letters.

12. SPELLING
Ask the children to pronounce the
word with its correct spelling.
A text or manuscript should be given
to repeat sufficient number of times.

13. READING SKILLS
Phonetic guidance and drill should be given.
Model reading
Use of stories
Narration of personal experiences
Oral discussions
 Use of multimedia facilities

14. THINKING ANDREASONING ABILITIES
To overcome this problem, students may be helped to adopt the
following procedure.
 Collect data
 Analyze data
 Classify data
 Categorizing
 Reorganization and Restructuring
 Generalization
 Conclusion

15. SOCIAL SKILLS
 Adequate provision of co-curricular activities
 Hobbies classes
 Curricular areas of diversified interest for working in the group
 Oral communication
 Charts and picture
 Slides and films
 Discussion
 Group work
 Social participation with their peers

16. ATTENTION DEFICIT
 Have a calm and cool environment by neutralizing the factors causing
distraction or inattention
 Give clear and precise instructions
 Use appropriate and interesting methods to provide information
 Involve the students in teaching-learning process
 Make use of reinforcements, appreciations and rewards, etc.
 Make the practice work, home work and assignment more interesting
and purposeful.

17. CONCLUSION