Children's Study Initiative

Devoted to Children with Learning Disabilities

At the outset we have to exclude the external factors which can negatively influence learning, like family and school related stressors. Evaluation of learning disorder requires individually administered tests of intellectual ability and scholastic skills. Diagnosis is based on the presence of a significant discrepancy between the scholastic skills and the intellectual capacity of the individual. The IQ should be above 70. Other factors in the child which can lead to scholastic backwardness like siginificant behavioral and emotional problems have to be excluded.


Academic skills form the foundation upon which the scholastic performance of a child is determined. For some children, mastering the basic academic skills create significant difficulties. Children with learning disorders exhibit academic difficulties out of proportion to their intellectual capacities. In a society where personal worth and appreciation are gained by measures of academic achievement, learning disorders become a source of significant stress for children, leading to low self esteem, anxiety and behavioural problems. Hence early detection and management of learning disorders is of great importance and it merits the attention of all who are interested in child welfare


Learning disorders occur in approximately 10% of school going children in general. Prevalence as low as 3% to as high as 20% has been reported in several studies


1. Reading disorder

2. Disorder of written expression

3. Mathematics disorder

4. Mixed disorder of scholastic skills


Intensive, individually determined one on one remedial training is the treatment of choice for learning disorders. Associated behavioural and emotional problems have to be managed adequately through behaviour therapy and appropriate psychotherapy. Parental guidance and counseling form an important part of the training program. Good therapist child relationship is essential for getting the best results.