![]() We categorized their learning difficulties as due to “poor learning style,” poor learning habit, and environmental deprivation (ED). The academic issues of students with average intelligence, without SLD were further explored, for providing appropriate inputs. According to this model, the diagnosis of SLD is based on whether the child's scores showed a discrepancy between ability and achievement, usually assessed by comparing the child's IQ with the levels attained on an achievement test. The traditional ability-achievement discrepancy model was used for assessment due to reasons of feasibility. The assessment of SLD was done in students with average intelligence quotient (IQ-90-110) and above, using a combination of curriculum-based assessment and NIMHANS battery of SLD where suitable, as there are no standardized tests for SLD in Malayalam (vernacular language). Intelligence was measured using either the Binet–Kamat Scale of intelligence or Malins Intelligence Scale for Indian Children. ![]() After gathering detailed history from parents and evaluation report from teachers, intelligence tests were administered to all students. The evaluation procedure adopted was as follows. This is the routine procedure adopted.Ī retrospective chart review of evaluation of students aged 6–16 years, who had approached the clinical psychologist of the institution, for the structured assessment of SB, referred by the psychiatrists' team, over 1 year from January to December 2016, was done. Some of them would approach clinical psychologists outside the institution due to the long waiting period. Those who required structured academic assessment were referred to clinical psychologist. Those who did not require the services of clinical psychologist were managed by the psychiatrists' team. The mental health issues were assessed and appropriate interventions were done. The cases evaluated by junior residents were discussed with qualified psychiatrists, diagnosed as per the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition criteria, and multimodal interventions planned. The youngsters were either referred by teachers or by parents. The department has the services of consultant psychiatrists, senior and junior residents, one clinical psychologist, and one psychiatric social worker.Ĭhildren and adolescents who are school-going students attending the psychiatry outpatient department with complaints of “difficulty in academics” were first screened by psychiatry residents/consultants. The study was conducted in the psychiatry department of a Government Medical College, a tertiary care teaching hospital in Kerala. This study has a retrospective chart review design. ![]() Therefore, we decided to study the sociodemographic, clinical, and academic profile of students approaching for the evaluation of SB and the causes of SB. Nevertheless, research is needed to explore and address the multi-faceted muddy issues in this area in a utilitarian manner. The diagnosis and management of SLD are thus a complex issue, and there is a lack of consensus, leading to difficulties in research. The differing classification, concepts, and implications of SLD in the medical/mental health and educational systems with its attendant complexities could also be the reason for a paucity of research. ![]() The diagnosis and assessment of SLD with its inherent complexities in a multilinguistic, resource-poor setting like India are a challenge. Although Kerala is the most literate state in India, there is not much research available in this area. We have observed an increase in the number of students, especially those in classes nine and ten, approaching for evaluation and certification of SB. In 2018, 5201 students have availed concessions for intellectual disability (ID) and 9785 students for SLD for SSLC examination. In 2018, from Kerala, 20,000 differently-abled students appeared for the SSLC examination as compared to 18,240 students in 2017. The prevalence of SLD in India ranges from 1.6% to 15%. Specific learning disorder (SLD) is an important cause of SB and affects 5%–10% of children worldwide. The various causes for SB in children are medical problems, below average intelligence, specific learning disability, attention-deficit hyperactivity disorder, emotional problems, poor sociocultural home environment, psychiatric disorders, and environmental causes. In India, 20%–50% of school-going children suffer from scholastic backwardness (SB).
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