Assisting Children with Specific Learning Disorders: Hits and Misses in Policy Framework

Description

DOI: https://doi.org/10.5281/zenodo.21350970

Shreyanshi Yadav, Samia Ansari, Divya Mishra, and Mona Srivastava (Department of Psychiatry, Institute of Medical Sciences, Banaras Hindu University, Varanasi, Uttar Pradesh)

Specific Learning Disorder (SLD) is a neurodevelopmental condition that significantly impairs a child’s ability to read, write, or perform mathematical tasks, despite adequate intelligence and educational exposure. In India, recent policy initiatives have improved the recognition and management of SLD. However, challenges remain in terms of diagnosis, certification, and implementation of support services. The present paper aims to critically review the current frameworks for identification, certification, and management of SLD in India, with particular focus on the roles of CBSE, NCERT, and NIOS. It examines existing diagnostic tools, highlights inconsistencies in practices, and discusses systemic barriers such as limited awareness, inadequate infrastructure, and variability in implementation across settings. The paper also explores recent developments, including school-based screening initiatives and updated assessment procedures, while identifying gaps that need to be addressed for more effective and standardized SLD management in India.