印度学习障碍的识别：当前的挑战和问题

IF 0.7 4区教育学 Q4 EDUCATION, SPECIAL

Intervention in School and Clinic Pub Date : 2022-03-09 DOI:10.1177/10534512221081274

Radhika Misquitta, Apoorva Panshikar

{"title":"印度学习障碍的识别：当前的挑战和问题","authors":"Radhika Misquitta, Apoorva Panshikar","doi":"10.1177/10534512221081274","DOIUrl":null,"url":null,"abstract":"Research on learning disabilities (LD) in India is in its nascent stage, and LD was only recently recognized as a disability in 2016. This column presents an overview of current identification procedures in India and suggests alternatives for the way forward. Identification of LD in India is challenging given the diversity in languages spoken and the socio-economic disparity. Estimated prevalence rates of LD in India range widely between 2% and 19%. Few assessment tools in India have been developed and normed on the Indian population or are available in Indian languages. This column recommends exploring a response to intervention (RTI) approach to identification of LD. It highlights the need for development of assessment tools in multiple languages that have been normed and standardized on an Indian population.","PeriodicalId":14475,"journal":{"name":"Intervention in School and Clinic","volume":"58 1","pages":"213 - 217"},"PeriodicalIF":0.7000,"publicationDate":"2022-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Identification of Learning Disabilities in India: Current Challenges and Issues\",\"authors\":\"Radhika Misquitta, Apoorva Panshikar\",\"doi\":\"10.1177/10534512221081274\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Research on learning disabilities (LD) in India is in its nascent stage, and LD was only recently recognized as a disability in 2016. This column presents an overview of current identification procedures in India and suggests alternatives for the way forward. Identification of LD in India is challenging given the diversity in languages spoken and the socio-economic disparity. Estimated prevalence rates of LD in India range widely between 2% and 19%. Few assessment tools in India have been developed and normed on the Indian population or are available in Indian languages. This column recommends exploring a response to intervention (RTI) approach to identification of LD. It highlights the need for development of assessment tools in multiple languages that have been normed and standardized on an Indian population.\",\"PeriodicalId\":14475,\"journal\":{\"name\":\"Intervention in School and Clinic\",\"volume\":\"58 1\",\"pages\":\"213 - 217\"},\"PeriodicalIF\":0.7000,\"publicationDate\":\"2022-03-09\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Intervention in School and Clinic\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1177/10534512221081274\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"EDUCATION, SPECIAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Intervention in School and Clinic","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/10534512221081274","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}

引用次数: 0

摘要

印度对学习障碍的研究处于初级阶段，直到2016年才被确认为残疾。本专栏概述了印度目前的身份识别程序，并提出了未来的替代方案。鉴于印度语言的多样性和社会经济差异，识别LD具有挑战性。在印度，LD的估计患病率在2%到19%之间。印度很少有针对印度人口开发和规范的评估工具，也很少有印度语言的评估工具。本专栏建议探索一种干预反应（RTI）方法来识别LD。它强调了开发多种语言的评估工具的必要性，这些工具已经对印度人口进行了规范和标准化。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

Identification of Learning Disabilities in India: Current Challenges and Issues

Research on learning disabilities (LD) in India is in its nascent stage, and LD was only recently recognized as a disability in 2016. This column presents an overview of current identification procedures in India and suggests alternatives for the way forward. Identification of LD in India is challenging given the diversity in languages spoken and the socio-economic disparity. Estimated prevalence rates of LD in India range widely between 2% and 19%. Few assessment tools in India have been developed and normed on the Indian population or are available in Indian languages. This column recommends exploring a response to intervention (RTI) approach to identification of LD. It highlights the need for development of assessment tools in multiple languages that have been normed and standardized on an Indian population.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

Intervention in School and Clinic EDUCATION, SPECIAL-

CiteScore

1.90

自引率

12.50%

发文量

期刊介绍： Intervention in School and Clinic is practitioner-oriented and designed to provide practical, research-based ideas to educators who work with students with severe learning disabilities and emotional/behavioral problems. Emphasis is placed on strategies and techniques that can be easily implemented in school or clinic settings and address the multifaceted needs of students with severe LD and emotional/behavioral problems. Specifically, articles should target curricular, instructional, social, behavioral, assessment, and vocational strategies and techniques and have direct application to the classroom setting.