SPECIFIC LEARNING

DISORDERS
 SPECIFIC LEARNING DISORDERS

 Dyslexia

 Dyscalculia

 Dysgraphia
 DYSLEXIA?

Brain images obtained while subjects are reading reveal different

regions of activation (red) in people with and without dyslexia.
(Image courtesy of Society for Neuroscience and Guinevere Eden)
 WHAT IS DYSLEXIA?

‘Dys’ means ‘difficulty’ and ‘lexia’ means ‘words’. Dyslexia is a

disorder that affects millions of people all over the world. It is one
type of specific learning disability that affects a person’s ability to
read. More specifically, people with dyslexia have difficulty with
understanding language sounds, recognizing the meaning of words,
and accurate spelling.
The world Federation of Neurology
defines Dyslexia as a "disorder
manifested by difficulties in learning to
read, despite conventional instruction,
adequate intelligence and socio-cultural
opportunity".
 WHAT IS DYSCALCULIA?

Dyscalculia is a specific learning disability in mathematics.

Dyscalculia is when people have significant problems with
numbers - but still have a normal or above normal IQ. It seems that
no dyscalculic has problems with math alone, but also struggle with
problems being able to learn to tell time, left/right orientation, rules
in games and much more.
 WHAT IS DYSGRAPHIA?

Dysgraphia is a neurological disorder characterized by writing

disabilities. Specifically, the disorder causes a person's writing to be
distorted or incorrect.

In children, the disorder generally emerges when they are first

introduced to writing. They make inappropriately sized and spaced
letters or write wrong or misspelled words, despite thorough
instruction.

Children with the disorder may have other learning disabilities,

however, they usually have no social or other academic problems.
 SOME FAMOUS DYSLEXIC PERSONS

1. Winston Churchill, Prime Minister of

England had considerable learning
difficulties when he was at school.

2. Hans Christian Andersen, the author of fairy

tales exhibited wild variations of spelling and
word formation in the handwritten
manuscripts.

3. Albert Einstein, Nobel Prize Laureate and the

propounder of theory of relativity had great
difficulty in learning Mathematics under
traditional methods.
 MISCONCEPTIONS ABOUT DYSLEXIC
CHILDREN
Dyslexics are believed to be:
• slow learners,

• mentally retarded,

• slow in comprehension,

• emotionally disturbed and

• totally unfit for learning.

This surmise is WRONG. Dyslexics have a problem only in

reading, writing, spelling and sometimes arithmetic
 Lack of awareness about this disorder among the teachers and
parents, has often resulted in the child being branded as "Idiot"
or "lazy".
 Constant failure and censure from both parents and teachers
affect these children emotionally.
 They develop low self-esteem and school becomes a stressful
place.
 Studies not only become an ordeal, they start resenting their
teachers and classmates who are good at studies.
 As a result the child is pushed from school to tuition teachers,
whose teaching methods are of no use to him/her.
 THE BASIC ABILITIES ALL DYSLEXICS
SHARE:

 They are highly aware of the environment.

 They are more curious than average.
 They think mainly in pictures instead of words.
 They are highly intuitive and insightful.
 They think and perceive multi-dimensionally (using all the
senses).
 They can experience thought as reality.
 They have vivid imagination.
 LIVING WITH DYSLEXIA

Dyslexia cannot be cured BUT children and adults who have

these difficulties can be helped to cope with them, and with
suitable teaching and support they can achieve their potential.
The earlier a dyslexic person is identified, the greater the
chance of him or her making good progress. For example, a
child may have a “phonological deficit”, which makes it very
difficult to discriminate between the sounds of words; early
intensive work to reinforce phonological awareness, through
nursery rhymes and word games, can do a great deal to build up
these skills.
 HOW CAN TEACHERS HELP?

Confidence Building
The majority of dyslexic children have come to the conclusion that
they are stupid!
In any school in any week of the year a dyslexic child experiences a
huge amount of failure. With sequencing difficulties, any form of
writing or math/s is going to present severe problems, and the
dyslexic child cannot fail to notice that almost all of the other
children are able to do the work which he or she finds so hard. Why
can't he read and spell? He must be dumb, thick, stupid. It's the
conclusion that anyone would reach in similar circumstances, and it
needs changing before any corrective teaching is going to be
effective.
Dyslexic Children Should Read Out Loud
Dyslexic children’s reading can be improved if they are allowed to
read out loud or move their lips while reading. These actions activate
the 'Broca's area' of the brain which remembers speech muscle
movements.
Make it easier for dyslexic children to go home with an
accurate note of their homework
Many a times, homework is hastily written on the board in the last
minute of a lesson, and dyslexic children often arrive home with
an incoherent and incomplete note of what is to be done. Parents
try to help, but cannot work out what the homework is supposed to
be.
Bullying
Bullying of dyslexic children is very common, and can seriously
affect their self-esteem. Even verbal bullying can have a very bad
impact, and needs to be dealt with seriously.
Increase motivation in Class
Use praise or other means of tangible recognition. The only
feedback students receive should not be grades on papers and
tests and report cards. Praise is a means of increasing motivation
for learning.
Realising the fact that many of the students
in Council Affiliated Schools have Special
Learning Disorders, CISCE has in place
several provisions to facilitate learning and
taking of examinations at both the ICSE and
ISC levels.
IMPORTANT:
In cases of candidates suffering from Dyslexia,
Dysgraphia, Dyscalculia, Attention Deficit
Hyperactivity Disorder (ADHD), certain
concessions/support are admissible, depending
on the nature and degree of the disability on a
case to case basis.
Only a child who is genuinely challenged and
has been assessed so by a qualified and
registered Medical Practitioner / Clinical
Psychologist / Special Educator, approved by
the Central / State Government would be
eligible to avail of the special
dispensations. The Council reserves the right
to ask its own Panel of Doctors to assess any
child.
Principals are requested to send a detailed
Psycho-Educational Evaluation Report (from
a qualified and registered Clinical
Psychologist/Special Educator, approved by
the State/Central Government), specifying the
areas of difficulty and the concessions/support
that are required by the candidate to
satisfactorily complete her/his examination
papers at the ICSE/ISC Examination.
 THE FACILITATIONS CISCE PROVIDES ARE:

1. Exemption from the requirement of the study of the second

language in cases that warrant such an exemption because of
severe nature of the learning disability of the candidates(s),
certified by a competent authority approved by the State/Central
Government.
2. Allowance of additional time: The maximum additional time
allowance applicable is at the rate of 15 minutes in a 1-hour paper,
30 minutes in a 2-hour paper and 45 minutes in a 3-hour paper
3. Calculator for Mathematical calculations only (Casio fx-82MS
– Scientific Calculator): Calculators of other makes with similar
functions are also permitted.
Heads of Schools concerned must obtain approval from the
Council and give a copy of the approval letter to the Convener and
the Supervising Examiner at the appropriate time.
4. Use of an/a Amanuensis/Reader/Reader-cum-writer: When a
candidate’s performance is affected to such an extent that any
reasonable allowance of extra time would not meet the difficulty, the
use of an amanuensis normally would be a fellow pupil, who has not
reached the same academic standard in the subject as the candidates.
Similar arrangement may be permitted in practical examinations.
The question paper may be read out, but not explained in any way to
the candidates(s).
Arrangement must be made by the Head of the School concerned in
consultation with the convener and the Supervising Examiner for the
candidates(s) who has been permitted the use of Amanuensis
/Reader/Reader-cum-writer, by the Council to take the examination
in a separate room adjacent to the main examination hall under the
supervision of a/an Special/Assistant Supervising Examiner.
The Bombay High Court ruling
AFFIRMS the provisions being
provided by CISCE.
 HIGH COURT, BOMBAY

IN THE H1GH COURT OF JUDICATURE AT BOMBAY

ORDINARY ORIGINAL CIVIL JURISDICTION
WRIT -PETITION N0.1744 OF 2005
Vincy D'Silva - Petitioner. V/s.
St. Mary's School & Others - Respondents

Ms.Sheetalkumar i/b. M/s. Milan Bhise & Co. for the petitioner.
Mr. I..M. Chhagla with Mr. Naval Agarwal and Mr. A.G. Kathari for respondent
Nos. 1 to 4.
Ms. Mugdha Jadhav, ABP for respondent Nos.6 and 7.
Mr. J. K. Mistry i/b. Mr. P. M. Havnur for respondent No.9.
Ms. Avantika Wankhede i/b. M/s. Divya Shah & Associates for respondent No.10.
 CORAM : R.M. LODHA &
NARESH H. PATIL, JJ.
DATED : 20TH JULY, 2006.

1. In the light of the discussion in the matter on earlier dates of hearing, the
senior counsel for respondent Nos. l to 4 handed in the Scheme to provide
facilities to the students with learning disabilities of dyslexia, dysgraphia
and/or dyscalculia. The Scheme is marked ‘X’ for identification purposes.
The counsel for the petitioner and the counsel for other respondents are
agreeable to the said scheme.
2. Having considered the said scheme we find it adequate, proper and
beneficial to the students with learning disabilities. We, accordingly,
accept the Scheme and observe that the said Scheme becomes operative
with immediate affect.
3. The State Government, Education Authorities and all Schools in the State of
Maharashtra having affiliation with any of the Boards vis., Secondary School
Certificate Board (SSC), Indian Council of Secondary Education (ICSE) and
Central Board of Secondary Education (CBSE) shall abide by the said
Scheme in relation to the students with learning disabilities. The schools in
the State of Maharashtra are also directed to abide by the circulars issued by
the State Government from time-to-time not inconsistent with the Scheme
‘X’' approved by us today. The disobedience or non-compliance of the
Scheme in relation to the students with learning disabilities by any of the
schools in the State of Maharashtra shall be treated as disobedience of the
order of this Court and they shall be proceeded with accordingly.
4. We direct the three Boards viz., SSC, ICSE and CBSE to circulate the
Scheme to all the schools under their jurisdiction and having their affiliation.
5. We record our appreciate ion for the sincere and concerted effort of the senior
counsel, the counsel, the Assistant Government Pleader and all concerned
parties in finalization of the Scheme.
6. The writ petition is disposed of with no order as to cost.
 SCHEME TO PROVIDE FACILITIES TO STUDENTS WITH
LEARNING DISABILITIES OF DYSLEXIA, DYSGRAPHIA
AND/OR DYSCALCULIA.

1. Preamble:

This scheme seeks to devise a system to identify and provide assistance to

students with learning disabilities of Dyslexia (reacting disability),
Dysgraphia (writing disability), and/or Dyscalculia (mathematical disability),
by providing the facilities mentioned hereunder, in an effort to prepare
and educate them in a manner so as to integrate them into the mainstream of
education through the regular school system and curriculum.
The ICSE/ CBSE/ SSC board also recognises that it is imperative that such
system devised takes into account the fact that eventually all such students are
to be prepared so as to achieve the minimum requisite level of education,
and ultimately face the board examinations. Whilst granting such facilities, it
is also necessary to exercise care to minimise the development of any
inferiority complexes in such students or any feeling that they are less capable
than other students.
2. Testing procedure:

(1) An expert committee appointed by the Court shall devise a standardised

checklist for screening students who are not performing well at any level in
order to identify students with learning disabilities of dyslexia, dysgraphia,
and/or dyscalculia. It shall be mandatory for the schools to apply the
checklist for such students of standard 3 and standard 6 who are not
performing well.
(2) If a learning disability is suspected in a student by the teacher or
otherwise, on consultation between the concerned teacher and the student's
parent/guardian, such a student can be examined by a neurologist,
psychologist, or special educator at a professional center, and in rural areas
including by a paediatrician or general practitioner trained in assessing LD
(learning disability) children, hereinafter referred to as "Expert", for
conclusive diagnosis of LD. The expenses for the examination of the
student by an Expert shall be borne, by the concerned parents.
(3) Upon detection of a learning disability in a student, the Report on the
standardised checklist under (1) above, or the Report of the said Expert,
under (2) above, confirming the child's learning disability along with a
medical certificate filled in by the Expert is to be submitted to the school,
who in turn shall submit the same to the competent authority.
(4) Such learning disability shall be brought to the notice of the concerned
Principals, teachers, the student and their parents/guardians. The
Principal shall inform the parents/guardians of the facilities
mentioned herein below that can be provided free of cost.
(5) Every school shall maintain an independent register of students with such
learning disabilities.
(6) A record book shall be maintained for each student with a learning
disability in which his / her yearly progress is regularly recorded.
3. Facilities:
Students with learning disabilities of Dyslexia, Dysgraphia and/or Dyscalculia
may be provided with such of the following facilities as are expressly required
and recommended for Dyslexia, Dysgraphia and/or Dyscalculia:
(1) Students with learning disabilities of standard 1 to This facilitation is
10 shall be permitted 25% additional time for each already being
written examination over and above that normally provided by CISCE.
allotted.
(2) Students with learning disabilities of standard 1 to
standard 9 shall, in addition to each written
examination, also have oral tests taken by teachers
of the relevant subjects. The final results shall be Relates to Standard 1
determined on the basis of average marks of the to Standard 9.
combined written and oral examinations, on which
promotion to higher standards is determined.
(3) Students with learning disabilities shall also be
permitted to take the help of a writer. The writer
may be provided for the full paper or part of the
paper. The students may be given the facility to This facilitation is
use a typewriter to answer their papers. The already being
institution may, as far as possible, arrange to provided by CISCE.
provide typewriters, tables, chairs and seating
arrangement for these candidates in a separate
room.
In the event that a writer is to be provided:
(i) A suitable writer conforming to what is provided herein below will be
arranged by the student/parent/guardian, in consultation with the Head
of the Institution.
(ii) The writer shall be a person not directly concerned with teaching the said
student, but shall be a person who is able to understand the said students
speech. The writer Should be of at least one standard lower than the LD
student.
 (iii) The writer shall be chosen vary carefully and instructed to write clown
exactly what the .student says to them.
(iv) Before the examination commences an undertaking shall be taken from
the writer to the affect, that there will be no misuse of the concession.

(4) For the purposes of board examinations that are

This facilitation is
held at centers outside the school, such students
already being
will be given the nearest examination center of
provided by CISCE.
their choice.
(5) Students with 'learning disabilities of standards Though recommended
1 to 9 may be provided with teachers/ for Standards 1 to 9,
invigilators to read the question paper to the CISCE provides the
concerned candidates in the examination hall, facility of a reader as
but should not explain it to them. and when required.
(6) (A) Students with specific dyslexia, dysgraphia of
Though recommended
standard 1 to 9 shall be exempted from language
for Standards 1 to 9,
subjects other than English, example Hindi or any
CISCE provides the
other regional language. Such student shall
facility of exemption
however attend all classes and will give all
from the study of
examinations except in such exempted subjects.
second language.
(6) B)  Student, of Dyscalculia of Standard I to IV
shall be doing regular mathematics/
Arithmetic. The teacher must overlook Pertains to Standards
number reversal and errors in mathematical 1 to 4.
symbols confusion such as + & x or - & 
symbols.
 Students of Standard V & VI will do Pertains to Standards
Standard V maths. 5 & 6.
  Students of Standard VII & VIII will do Pertains to Standards 7
standard VI maths. & 8.
 Students of standard IX & X of SSC Board Pertains to SSC Board
will do standard VII maths.
This facilitation is
 Students of standard IX & X of ICSE,
already being provided
CBSE will have the option of dropping
by CISCE. In addition,
maths as per the ICSE, CBSE syllabus.
candidates are allowed
to use a calculator for
Mathematical
calculations only

All Schools (SSC, ICSE, CBSE) must give the above options. If the school
cannot, provide the facility to teach lower level maths. The Parents can have
the option to teach the child privately, but; the Examination will be conducted
by the School.
(7) Students with learning disabilities shall be
pardoned and exempted from:
 Spelling errors, and the content of the answer This facilitation is
should be evaluated rather than the already being
syntax/structure of the written language or the provided by CISCE.
spellings.
 Directional mistakes in maps in the subject of
geography.
 Errors in mathematical calculation arising out
of writing numbers in the wrong order
(example 10/01), and emphasis should be laid
and marks be awarded for the method
employed by such students.
(8) Students with learning disabilities of standard 1 to 9 shall be exempted
from drawing figures, diagrams, charts, maps and graphs in written
examinations. The marks of such questions/sub questions shall be based
on the rest of the paper proportionately. Alternatively, supplementary
questions may be formulated specifically for such students.
(9) Students with learning disabilities of standards 1 to IX who fail to obtain
the minimum prescribed marks to determine promotion to higher standards
shall be granted a maximum of an aggregate of 20 grace marks instead of
15. The 20 grace marks can be given in one subject or may be divided in
one or more subjects.
(10) Cursive writing should not be enforced for students with learning
disabilities. Such students may be permitted to continue writing in print.
(11) Students suffering from "Auditory discrimination” having a listening
comprehension problem may be permitted the use of a tape recorder in the
classroom.
(12) Students with learning disabilities shall be exempted from long descriptive
answers in homework or class work. They should be allowed to write in
point form.
4. Students with learning disabilities having very specific problems in certain
areas may request additional facilities they may need along with supporting
documentation and all relevant test reports to the principal of the school,
who in turn shall forward the same to the board. Such facilities may be
granted on a case to case basis by the board.
5. It is advisable that students diagnosed with Learning Disability are provided
facilities for Remedial Education.
6. The following recommendations are given:
 Awareness programmes for teachers/principals about identifying at
risk LD students.
 Compulsory LD training module for all teachers. Education
department should ensure this to sensitise the teaching fraternity.
 Each school should have a committee of teachers/educators to review
the students academic problems.
 Medical/Health checkup to be strictly adhered to.
 Vernacular students should be tested in the regional language by
providing these tests in respective languages.
 Testing procedures should be uniform.
 CONCLUSION

In order to be able to teach, as far as possible, according to each

child's educational needs, it is essential to see him or her as a
whole person, complete with individual strengths and
weaknesses.
An understanding of the pupil's specific difficulties, and how
they may affect the student's classroom performance, can enable
the teacher to adopt teaching methods and strategies to help the
dyslexic child to be successfully integrated into the classroom
environment.
More and more dyslexic children could become talented and
gifted members of our schools if we worked not only with their
specific areas of difficulty, but also their specific areas of
strengths from an early age.
Dyslexic students have great potential. Who knows, with your
encouragement, some of your students could join other famous
dyslexics in varied fields:

ACTORS:
Tom Cruise Whoopi Goldberg
 ARTISTS

Leonardo da Vinci Pablo Picasso

 ATHLETES

Mohammad Ali Magic Johnson

FILMMAKERS

Walt Disney
 INVENTORS & SCIENTISTS

Thomas Alva Edison Alexander Graham Bell

 POLITICAL LEADERS

John F. Kennedy George Washington

 WRITERS & POETS

Agatha Christie W.B. Yeats