A STUDY ON DIFFERENT LEARNING

DISABILITIES AMONG HIGH SCHOOL

STUDENTS.

ALPHONS JOSEPH
B.Ed. Mathematics
Mount Carmel College Of Teacher
Education For Women,Kottayam

ABSTRACT
The study is an attempt to identify the students who have learning disabilities. For
the study a self-constructed questionnaire was prepared and a survey was
conducted among IXth and Xth standared students of St. Josephs CGHSS, Kottayam.
The result of the survey was analyzed and interpreted. The students suffering from
learning difficulties can be identified through this survey.

INTRODUCTION
Learning disabilities or learning disorder the term for a wide variety of
learning problems. A learning disability is not problem with intelligence or
motivation. Kids with learning disabilities aren’t lazy or dumb. Infact , most are just
as smart as everyone else. Their brains simply wired differently. This difference
affects how they receive and process information. Learning disabilities look very
different from one child to another. One child may struggle with reading and
spelling while another child may have difficulty understanding what others saying
or communicating out load. The problems are very different, but they are all
learning disorders.
The term learning disability refers to a mixed group of disorders
manifested by significant difficulties in the acquisition and use of listening,
speaking, writing, mathematical abilities. Above five percent of the total
population of all school age children receives special education or related services
because of a learning disability.
GENERAL CHARACTERISTICS OF LD CHILDREN
The important characteristics of children with learning disability are the
following.
 They essentially suffer from serious learning difficulties which is visible in the
acquisition and use of language numerical or mathematical ability or social
skills.
 They show lack of motivation, inattention, inability to generalization,
inadequate ability in problem solving , inadequate ability in information
processing etc.
 They often fail to acquire information at the same rate as most people of the
same age. Hence their achievement is less than that would be expected
from children of their grade or age.
 They show significant discrepancy between what is expected of them given
their general level of cognitive ability and their actual reading, writing or
mathematical ability or achievement.
IDENTIFICATION OF LEARNING DIABLED CHILDREN
A learning disabled child can be identified either by using a non-testing
device or by using a testing device.
NON TESTING DEVICES:
This includes techniques like observation, rating scale, check list, interview
etc. By using these devises, steps are taken to identify the learning disabled
in relation to their general personality and particular characteristics.
TESTING DEVICES:
This includes standardized diagnostic tests, achievement tests, ability
tests, teacher made tests etc. The standard norms given in standard
diagnostic tests for a particular age group will help to assess and compare
the relative educational standard of the children with learning disability.
Ability testes or process tests are tests designed to assess the degree of
ability to understand and learn. A measure of such a test will provide an idea
about the extent of difficulty experienced by the individual in the process of
learning and understanding standardized achievement tests and teacher
made tests will give qualifiable information regarding the learning disability
of individuals.
OBJECTIVES
 To provide accommodations that will assist students will overcome
behaviors and reduce their impact at disability on their school experiences.
 To provide awareness of the needs and capability of students with
disabilities among students, faculty, staff administration and surrounding
community.
 To determine students need and improve the quality through ongoing
assessment of learning disability test.
 To assist the students with disabilities in the admission and enrollment
process.

SPECIFIC LEARNING DISABILITIES

DYSLEXIA
Dyslexia is a language based learning disability characterized by a severe
impairment in the ability to read and spell. The term dyslexia was coined in
1887 by Rudolf Berlin. The term was in origin from the German word dys and
Greek word lexie, thus the word dyslexia literally means difficulty with
words. People with dyslexia experience difficulties with accurate and fluent
word recognition and has poor spelling and reading abilities.
DYSGRAPHIA
Dysgraphia is a specific learning disability that affects writing
ability.it can manifest itself as difficulties with spelling and writing and
expressing thoughts on paper. The term dysgraphia has its origin from the
words dys and graphics means writing. Dysgraphia is a deficiency in the
ability to write, regard test of the ability of read not due to intellectual
impairment.
DYSCALCULIA
A Specific learning disability that attacks a person’s ability to
understand numbers and learn Math facts. Individuals with this type of
learning disability may also have poor comprehension of math symbols ,
may struggle with memorizing and organizing numbers, have difficulty in
talking time or have trouble with counting. The Latin word ‘calculia’ which
means ‘to count’ .Thus dyscalculia is a learning disability involving
mathematics.

ADMINISTRATION OF TEST

METHODOLOGY
Before understanding any study or research it’s important that the
researcher examines his or her research problem and the major research
questions which need to be classified. So that the appropriate procedure
may be planned. The methodology used for the learning disability survey
was the questionnaire consisting of 50 questions. So students of 1𝑥 was
selected and gave instructions to them. Students answered the questions by
selecting either yes or no. After administrating the survey the result was
analysed and interpect the data which was collected.

TOOL USED

A questionnaire consisting of 50 questions was used as the tool for the

survey. The questions were based on the three learning disabilities: dyslexia,
dysgraphia, and dyscalculia.
SAMPLE
Sample comprising 50 students of standard IX and X of st Joseph’s CGHSS
Kottayam.

ANALYSIS AND INTERPRETATION

Learning disability survey, practical work of EDU 202. Learning and
teaching was conducted among the students of St. Joseph’s CGHSS. The
survey data was analyzed by finding the number of students belonging in
particular disability.

Category
Number of
of percentage In degree
students
disability
Dyslexia 4 8% 28.8
Dysgraphia 7 14% 50.4
Dyscalculia 10 20% 72
No
20 40% 144
disability

Number of students
25
20
15
10 Number of students
5
0
Dyslexia Dysgraphia Dyscalculia No disability

The questionnaire consisted of 50 questions which could test on learning

disabilities in students. The questions belong to three categories, they are
mainly dyslexia, dysgraphia, and dyscalculia. Through this test we found out
that 20% of the students have difficulty in arithmetic, 8% of the students are
observed as disabled in reading and language related problems. That is they
have the disability named dyslexia.
While 14% of students have the disability dysgraphia. These group
of students suffers from poor handwriting skills, poor spacing in writing as
well as thinking and writing at the same time. 40% of students does not have
any particular disabilities.
 SUGGESTIONS
Teachers should help the dyslexia students to discover their
personal learning style and teach them how to use their strongest area to
process information and perform new skills with greater understanding.
Teacher should use mind maps, diagrams, demonstrations, and
experimentations more in their classroom to help students with dyslexia.
Teacher should help students with dysgraphia by providing
additional time for written tasks including note taking, copying and tests.
They should encourage the students to get proper grip, posture and paper
positioning. Student should be provided with standard writing surfaces. Also
teacher should avoid criticism for sloppiness or illegibility . Otherwise
students will fell heart.
Mathematics is an important subject. So students with dyscalculia
should be given proper care to do Math problems. Teacher should use
repeated reinforcement remove potential negative feeling towards Math.
Teacher should encourage dyscalculia students to ask questions. Asking
questions can help reinforce idea and provide additional explanation to help
visualize the problem.

CONCLUSION

Many normal assessment can be used in evaluating skills in the

primary academic domains, reading, including word recognition, fluency and
comprehension. Mathematics including computation and problem solving
and writing expression, including handwriting, spelling and composition.
Parents may worry that a learning disability will prevent their
children from succeeding in school; but this is not necessarily the case.
Teachers, mental health professionals and specialized professionals are
frequently able to work with students who have learning difficulty. These
professionals can help to identify specialized area of difficulty and in order
to adjust learning and educational strategies.

REFERENCES

 Anderson-educational psychology
 Sivarajan-educational psychology
QUESTIONNAIRE
Tick the choice
Name of the student: Age:
1. I am a poor reader Yes/No
2. I does not like reading Yes/No
3. I make mistake when reading like Yes/No
Skipping words or line
4. I read the same line twice Yes/No
5. I have problems remembering what
I read even though I have read the all the words Yes/No
6. I reverse letters where I read [bld, plq] Yes/No
7. I switch letters in words when I read Yes/No
8. My eyes hurt or water when I read Yes/No
9. Words tend to blur when I read Yes/No
10.Words tend to move around the
page When I read. Yes/No
11.When reading I have difficulty understanding
the main ideas or identification important Yes/No
details from a story.
12.I have “messy” hand writing Yes/No
13.My work tends to be messy Yes/No
14.I prefer print rather than writing in cursive Yes/No
15.My letters run into each other or there is no space Yes/No
between words.
16.I have trouble staying with in lines. Yes/No
17.I have problem with grammar or punctuation. Yes/No
18.I am a poor speller. Yes/No
19.I have trouble copying off the board or form a page
in a book. Yes/No
20.I have trouble getting thoughts from my
brain to the paper. Yes/No