RAJIV GANDHI UNIVERSITY OF HEALTH SCIENCES, BANGALORE, KARNATAKA.

PROFORMA FOR REGISTRATION OF SUBJECT FOR DISSERTATION

1.

NAME OF THE CANDIDATEAND ADDRESS

Mr. NITESH KUMAR1st YEAR M. Sc. NURSING,

K.T.G COLLEGE OF NURSING,

HEGGANAHALLI CROSS,

SUNKADAKATTE, VISHWANIDAM POST,

VIA, MAGADI ROAD

BANGALORE - 560 091.

2

.

NAME OF THE INSTITUTION K.T.G COLLEGE OF NURSING,

HEGGANAHALLI CROSS,

SUNKADAKATTE, VISHWANIDAM POST,

VIA, MAGADI ROAD

BANGALORE - 560 091.

3.

COURSE OF STUDY AND SUBJECT

M. Sc. NURSING

PSYCHIATRIC NURSING

4.

DATE OF ADMISSION TO

THE COURSE 01/05/2012

5

.

TITLE OF THE TOPIC EFFECTIVENESS OF STRUCTURED

TEACHING PROGRAMME (STP) ON

KNOWLEDGE ABOUT SPECIFIC

LEARNING DISABILITIES IN PRIMARY

SCHOOL CHILDREN AT SELECTED

PRIMARY SCHOOLS, IN BANGALORE.

1

6. BRIEF RESUME OF THE INTENDED WORK

6.1 INTRODUCTION

Learning disability (LD) is a general term that describes specific kinds of learning

problems. A learning disability can cause a person to have trouble in learning and using

certain skills. The skills most often affected are reading, writing, listening, speaking,

reasoning, and doing maths. Learning disabilities vary from person to person; one person

with Learning disability may not have the same kind of learning problems as another person

with Learning disability. One person may have trouble with reading and writing, another

person with Learning Disabilities may have problems in understanding maths, still another

person may have trouble in each of these areas, as well as with understanding what people are

saying (National Dissemination Center for Children and Youth with Disabilities [NICHCY].1

“Specific Learning Disabilities” is a generic term which refers to a group of learning

disorders with respective cognitive specific deficits.4

Specific learning disabilities are still not universally recognized as conditions that

cause difficulties in children’s learning, indeed they have been often referred to as “hidden

handicaps” because of the lack of awareness by teachers, physicians and parents. There is

also the erroneous belief by many that these are rare and mild problems despite evidence to

the contrary. Attempts to achieve a universally accepted definition for specific learning

disabilities have been plagued by continuing and often bitter disagreements among the

various professions who have legitimate interest in this field. These disciplines include

neuroscience, neurology, clinical, neuropsychological and neuropsychiatry, Education

professions including educational psychology, teaching and education administration, speech

and language pathology and so on. This fragmentation arises from differences in focus by

2

individual professions on the various aspects of specific learning disabilities, with each

discipline often not being aware of practices and advances in other fields.2

As the children with learning disability find it difficult to adjust in schools, teachers

are also challenged to find ways and provide them with the very best instruction possible. The

best sources of assistance and the most promising pool of resources are to be found right

there in the school. General and special educators working creatively, sharing ideas and

strategies, tapping related services providers and others including speech therapists,

psychologists and occupational therapists, implementing progress-monitoring activities and

sharing responsibility for needed adjustment in instruction. These are ways to ensure that

students have the best opportunities to succeed and these are the ways to help educators and

administrators create learning communities, polling resources and sharing expertise to the

benefit of all.

Early identification and interventions provided appropriately will bring about plenty

of changes. If parents and teachers are equipped with adequate knowledge and appropriate

skills in handling these children and there attitude of accepting the child with learning

disabilities it will help the child to improve in the future. To help the child with learning

disability, it is not only the responsibility of the teachers and parents; it is the responsibility of

the mental health professionals to march forward and reach the unreached people not only in

the urban community but also in rural community where the services are in scarce.

BACKGROUND

The mental health needs of children with both learning disabilities and mental health

problems have previously been neglected. The children concerned as well as their families

and carers have suffered from fragmented services and discrimination arising from their

disability. Across the United Kingdom, children with learning disabilities have historically

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faced both geographical inequities in terms of access to and quality of National Health

Services and inequalities in comparison to those without learning disabilities.5

Nearly 4 million school-age children have learning disabilities, 7.7% of children have

ever been told they had learning disability. Prevalence of reading disability is conservatively

estimated to range between 4 percent and 10 percent in general among school-aged

population in the United States. In India, prevalence estimates of learning disability ranges

from 9-39% and the incidence of dyslexia in primary school children has been reported to be

2-18%, of dysgraphia 14%, and of dyscalculia 5.5%.2

The National Joint Committee on Learning Disabilities (NJCLD, 1998) believes that

comprehensive interdisciplinary education programs are necessary for the preparation of all

education professionals. To serve the needs of students with learning disabilities most

effectively, all teacher trainees should have preparation that includes the competencies in the

area of learning disability. By doing a thorough review of teacher education, the researcher

felt that after the thorough analysis of the curricula and also the question papers of the teacher

education in India showed that there is only one unit on the childhood psychological

problems. The teacher trainees hardly remember the utterance of the word learning disability

during their course period. Hence, learning disabilities is one such area where adequate

knowledge in handling these children in class room situation .6

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6.2 NEED FOR THE STUDY

"Safe and supportive environment helps children to emerge as responsible adults"

- Health Dialogue 2003

Children with learning disabilities should enjoy the same rights of access to healthcare

service entitled to general population. Children with severe learning disabilities may need

special schools and often have associated with mental disorders. Children with learning

disability are more vulnerable to the full range of mental health disorders and also have

additional psychosocial, physical and general health problems these include self injurious

behavior, significant behavioral difficulties, speech and language problems and difficulties

with sleep, eating and elimination. 3

Wilson AM et al. (2009) conducted study on mental health of Canadians with self

reported learning disabilities. The researchers were examined rates of mental health problems

among persons with learning disabilities between the age group 15-44 years. Study found that

people with learning disabilities more than 50% were reported high level of depression,

anxiety disorders, suicidal thoughts, visited to mental heath professionals and poor over all

mental health than those persons without learning disabilities. Differences found in the older

adults’ sample (age’s 30-44years) that were even larger than adolescent’s sample (age 15-

21years) for suicidal thoughts, depression and distress. Male with learning disabilities were

more likely to report depressive episodes, anxiety disorders and consulted with heath

professionals whereas female with learning disabilities were more likely to report high

distress, suicidal thoughts and poor general mental health. Study concluded that people with

learning disabilities are more vulnerable to full range of mental health disorders.7

5

There are many reasons in children for school failure, but a common one is a specific

learning disability, children with learning disabilities usually have a normal range of

intelligence. They try very hard to follow instructions, concentrate, and “be good” at home

and in school. Yet, despite this effort, he or she is not mastering school tasks and falls behind.

Learning disabilities affect at least 1 in 10 school children. A recent National Institutes of

Health study showed that 67 percent of young students who were at risk for reading

difficulties became average or above average readers after receiving help in the early grades.8

Wagner et al. (2005) opines that identification of learning disability begins when

parents or teachers suspect that student is having problem in coping with everyday school

tasks because it is always an educational one. The teachers rapport with a learning disabled

child is proved to be vital in helping the child succeed. According to learning disabilities

services, students can greatly benefit when the teacher takes a little time and thought to

accommodate these needs. These students may need accommodation in some class room

activities, assignments and exams. Making the child aware of a disability is a great service to

the child. Unless such children are identified and properly treated, they may develop

secondary emotional, social and family problems 2.

It is in this context that the importance of teacher trainees becomes vital in

safeguarding and promoting the mental health of children and early identification of

deviations from normal. The school is one of the most organized and powerful systems in the

society which presents opportunity to work through it and to influence the health and well

being of those who come in contact with it. This is especially true in Indian setting where

there is a considerable shortage in mental health facility for children. Thus nurses will be a

dynamic force, instrumental and indispensable in assisting the teacher to learn, to recognize

and to help children with learning disability.

6

Hence the researchers felt that it is important to understand knowledge of teacher

trainees towards the child’s specific learning disabilities as they who would become the

future teachers and therefore it is essential that they should have the knowledge regarding the

learning disabilities in children.

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6.3 REVIEW OF LITERATURE

Review of literature is considered as an essential step of research process. It involves

systematic identification, location, scrutiny and summary of written materials that contain

information on a research problem (Polit and Hungler 1995).9

The overall process of review of literature is to develop a strong knowledge base to

carry out research and other scholarly educational and clinical practice activities. It helps to

determine the gaps, consistencies and inconsistencies in the literature about the particular

subject under study. Review literature guides the investigator to design the proposed study in

the scientific manner so as to achieve the desired results.

A study was conducted on Identifying students feigning dyslexia, preliminary finding

and strategies for detection. The study suggest that students undergoing post-secondary level

assessments to document of learning disabilities may not always put forth their best effort

and may even motivated to exaggerate or magnify symptoms. The study evidence indicated

that symptoms exaggeration in this context was not only possible but was distinguishable

from valid symptomatology when it occurs. The study also argues that symptom validity

assessment should be included in all higher education assessment for dyslexia and other

specific learning disabilities (SLD).10

A study was conducted on Reading fluency: Implication for assessment of

Children with reading disabilities. Study investigation explored the diagnostic utility of

reading fluency measures in identification of children with learning disabilities. The studies

were included 50 children and referred to university based clinic who had suspected of

having reading problem prior to diagnosis of dyslexia. The children were made to undergo a

8

battery of standardized intellectual, reading achievement and processing measures. Within the

clinical sample, a group of children were identified that exhibit specific deficits in rapid

naming speed and reading comprehension, The study concluded that a children would not had

been identified as having a reading disability on assessment of single word reading skill alone

and Suggest that it is essential to assess reading fluency in addition to word reading. Suppose

if it is fail to do may result unidentification of children with reading disabilities.11

A study was conducted on Learning disabilities identification: Primary intervention,

Secondary intervention and then what? The study was done with the purpose of improving

overall academic competencies and preventing low achievement that often lead to diagnosis of

specific learning disabilities and long term special education placement. The effective

prevention programmes were well established. However, the degree to which these programme

prevent specific learning disabilities is uncertain. There was one issue that the Procedure used

to detect specific learning disabilities identification after Primary and secondary intervention

efforts, which were proved inadequate for individual children.12

A study was conducted on specific learning disabilities in children: deficits and

neuropsychological profile. The study involved 35 children in the age group range of 7-14

years (both boys & girls) who were diagnosed clinically assessed using the battery of test for

specific learning disabilities and neuropsychological test consist of the PIGMER memory scale

for children, the Wisconsin card sorting test, the Bender visuo-motor gestalt test and Malins

intelligence scale for Indian children. The study result revealed that deficits in language skills

and impairments in specific areas of memory, executive functions are perception-motor tasks.13

A review study was conducted on Learning disabilities in school children born with

very low birth weight. The objective of study was to investigate the relationship between very

9

low birth weight and learning difficulties at school by means of systemic review of literature

and to identify pattern of learning difficulties among school children. The study included 114

articles and 18 of those were selected as having investigated learning difficulties in school

children born with very low birth weight. The academic performance of low birth weight

children were compared with those born full term and adequate weight at birth. The review

findings shown that the academic performance was poor in children born with very low birth

weight. The study was concluded that school children born with very low birth weight

exhibited increased risk for learning disabilities when compared to those school children born

full term and normal birth weight.14

A Study was conducted on Risk factor in learning difficulties. The objectives of

the study was to review the literature of risk factor in learning difficulties and to assess these

factor in children diagnosed as having learning disabilities(LD). The result of study shown that

a total number of 32 children were diagnosed as having learning disabilities. There were 62.5%

boys and 37.5% girls of an average of 10 years and 10 months and the commonest learning

difficulties was difficulty in reading and writing. The study concluded that the most children

with learning disabilities undiagnosed underling neurological pathology which becomes more

demanding.15

A study was conducted on effectiveness of structured teaching programme on

level of knowledge and opinion of teacher trainees regarding learning disabilities among

children in selected training institute at kolar district. The objective of the study were to

evaluate the effectiveness o f structured teaching progarmme on knowledge and opinion of

teacher trainees towards learning disabilities, to examine the correlation between the level of

knowledge and opinion of teacher trainees towards learning disabilities. The research design

used for the study was one group pre-test post-test quasi experimental design. The result of

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study shown that the pre-test knowledge mean score was 17.75 with standard deviation 4.19

and post-test knowledge mean score was 28.78 with standard deviation 5.14 and the paired

difference between the pre-test knowledge and post-test knowledge shown the significant

knowledge gain with the value 11.13 and p value was significant at 0.000.16

A study was conducted on Are pre-service teachers prepared to teach struggling

readers. The purpose of the study was to examine elementary school pre-service teacher

knowledge of basic language construction, their perception and knowledge about dyslexia,

the findings of the study suggest that pre-service teachers on average are able to display

implicit skills related to certain basic language construction but fail to demonstrate explicit

knowledge of others and pre-service teacher seems to hold the common misconception that

dyslexia is visual perception rather than a problem of phonological processing.17

A study was conducted on Attitude and knowledge of attention deficit

hyperactivity disorder and learning disability among high school teacher. The study involved

forty six high school teachers and they were divided in to two group 25 teacher taught at an

academic school and 21 teachers taught at special education school and dealt with Attention

deficit Hyperkinetic Disorder/Learning disability cases regularly. The study result revealed

that general knowledge about Attention deficit Hyperkinetic disorder (71%) and about

learning disability (74%) was relatively low among both groups. Thirteen percent of all

teachers considered Learning disability to be the result of parental attitude, namely ‘spoiling’

the children. In relation to Learning Disability cases, the overall scoring for positive attitude

was 75%. However, this score was higher for group B teacher Three-quarters of the teacher’s

favored increasing peer awareness and comprehension as to the problems Learning Disability

kids encounter at school, Ninety five percent believed Learning Disability patients should

11

enjoy a more lenient school education. The study found no correlation between teacher’s

knowledge and Learning Disability and their attitude.18

A study was conducted on Teacher competency testing, what teachers of

students with Learning Disability need to know. The objectives and content areas of study

were knowledge including competency testing programme. The teacher competencies were

analyzed and comparison was made across knowledge area. The study was drawn conclusion

that what teacher of student with Learning Disability need to know as expected. Study

information represented among foundation for planning, implementing, and relating training

programme for all teachers.19

A study was conducted on Educational provisions and Learning disabilities with

the objective to assess the impact of the provisions of Maharastra government on the

academic performance of children with specific learning disabilities at secondary school

certificate board examination. The study result shown that there was significant

improvement in their mean percentage (%) and total marks scored at the SSC board

examination as compared to mean percentage of total marks scored by them at their last

annual school examination before the diagnosis (63.48 + 7.86 vs 40.95 +7.23).The researcher

concluded that the children with specific learning disabilities who availed the benefits of

provision shown a significant improvement in their academic performance at the S.S.C board

examination.20

A quasi experimental study was conducted on Impact of an education

programme on parental knowledge of specific learning disability with the aim to investigate

parental knowledge of specific learning disability and to evaluate the impact of an

educational intervention on it. The study result shown that after the intervention, there was

significant improvement in parental knowledge on meaning of the term specific learning

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disabilities (S.L.D). The researcher concluded that parent knowledge of their children specific

learning disabilities significantly improved by single session educational programme.21

A study was conducted on teaching adolescents with learning disabilities to

generate and use task specific strategies with aim to increase the abilities of student labeled as

learning disabled and to generate new strategies or adapt existing task. The specific strategies

for meeting varying demand of regular classroom measures were addressed in three areas a)

Meta cognitive knowledge related to generating or adapting strategies. b) Ability to generate

problem solving strategies for novel problem. c) The effect of intervention on student regular

classroom grade and teacher perception of the student self reliance and work quality. The

interventions resulted in dramatic increase in the subject’s verbal expression of met cognitive

knowledge and ability to generate task specific strategies. Student regular class grade

increased. Teacher perception of student self reliance and work quality did not change

because baseline measures were already high in both areas. Implication for instruction and

future research were discussed.22

A study was conducted on supporting nursing students with dyslexia in clinical

practice. The aim of the study was to determine whether pre-registered nursing student with

dyslexia experience specific problems in developing clinical competence, identify what

strategies they used and how they may be supported in clinical practice. Study used

qualitative case study methodology to explore the results. The study finding revealed that the

student difficulties in clinical practice fell into 3 categories. Dealing with information,

performing the role and administrating drugs. Specific measures were included, informal and

formal support network, portable information technology equipment and personal strategies.

The study was concluded that nursing student who have dyslexia have specific learning

13

difficulties in practice. Their response to these difficulties is individual and support need to

be tailored to meet their special needs.23

A study was conducted on Behavioral problem and the effects of early

intervention on eight year old children with learning disabilities with objective to investigate

co morbidity of verbal and nonverbal learning disabilities with several domain of behavioral

problems among 8-years old children, to determine whether receipt of an early intervention

modified the association between child behavior and learning disabilities. The result was

compared to children without verbal learning disabilities with those with verbal learning

disabilities. Analysis of specific subscales of behavior revealed significant association with

anxious/depressed and withdrawn behavior as well as increased likelihood attention problem

among children with verbal learning disabilities (VLD). The study findings evidenced that

distinct difference exist for different learning disabilities subtype with behavioral out

comes.24

14

STATEMENT OF THE PROBLEM

A study to assess the effectiveness of Structured Teaching Programme

(STP) on knowledge about specific learning disabilities in primary school children, at

selected primary schools in Bangalore.

6.4 OBJECTIVES OF THE STUDY

1. To assess the knowledge of primary school teachers regarding specific learning

disabilities in primary school children before administering the structured teaching

programme.

2. To develop and administer structured teaching programme on specific learning

disabilities in primary school children.

3. To assess the knowledge of primary school teachers regarding specific learning

disabilities in primary school children after administering the structured teaching

programme.

4. To evaluate the effectiveness of structured teaching programme to primary school

teachers regarding the knowledge about specific learning disabilities in primary

school children.

5. To examine association between the level of knowledge and selected socio

demographic variables of primary school teachers towards specific learning

disabilities in primary school children.

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6.5 OPERATIONAL DEFINITIONS

In this study:

1. ASSESS:-

In the present study, assess refers to judging the worth of structured teaching

programme on specific learning disabilities in primary school children.

2. EFFECTIVENESS:-

In the present study, it refers to the extent to which the STP on specific learning

disabilities in primary school children has achieved the desired effect in improving the

knowledge of primary school teachers as evident from gain in knowledge scores from pre and

post test.

3. STRUCTURED TEACHING PROGRAMME (STP):-

In this study, it refers to the systematically developed instructional method and

teaching aids designed for primary school teachers to provide information regarding specific

learning disabilities in primary school children.

4. KNOWLEDGE:

In this study, refers to the correct response of primary school teachers to the

structured questionnaire on specific learning disabilities in primary school children. It also

refers to the awareness and understanding of primary school teachers regarding specific

learning disabilities in primary school children which covers the general information on

reasons, causes, effects, prevention and management.

5. PRIMARY SCHOOL TEACHERS:

In this study, it refers to school teachers who are working in primary schools and

teach to students of 1st to 4th standard.

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6. SPECIFIC LEARNING DISABILITIES:

In this study, it refers to the group of learning disorders viz. (Dyslexia, Dysgraphia

and Dyscalculia) characterized by varying degree of difficulty in achieving school task

resulting in under achievement in school performance.

7. PRIMARY SCHOOL CHILDREN:

In this study, it refers to children who are studying in selected primary schools in

Bangalore and are aged between 6-10 years and who are studying in 1st to 4th standard.

8. PRIMARY SCHOOLS:

In this study, it refers to the schools who offer education to primary school children

who are who are studying in 1st to 4th standard.

6.6 HYPOTHESES

1. H1: There will be statistically significant difference between the scores obtained by the

primary school teachers (study subjects) on the level of knowledge about specific learning

disabilities in primary school children prior to and after the structured teaching programme.

2. H2: There will be a statistically significant association between the scores obtained by the

primary school teachers on knowledge with selected socio demographic variables towards

specific learning disabilities in primary school children.

6.7 ASSUMPTIONS

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1. The primary school teachers may have some knowledge about specific learning

disabilities.

2. There will be no association between the knowledge with selected demographic variables

among primary school teachers.

3. Knowledge on specific learning disabilities among primary school teachers is measurable.

4. Primary school teacher’s knowledge can be enhanced through structured teaching

Programme.

5. Structured teaching Programme about specific learning disabilities may help primary

school teachers to update their knowledge about specific learning disabilities, effects and its

prevention.

6.8 DELIMITATION

The study is delimited to primary school teachers who are working in selected

primary schools and teach to students of 1st to 4th standard in Bangalore.

7. MATERIAL AND METHODS

7.1 SOURCE OF DATA

Data will be collected from primary school teachers who are working in selected

primary schools and teach to students of 1st to 4th standard in Bangalore.

7.2 METHOD OF COLLECTION OF DATA

Structured interview schedule method will be used to collect the data.

VARIABLES

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Dependent (study) variable refers to : Knowledge of primary school teachers.

Extraneous variable refers to : Demographic variables viz. age, gender,

religion, educational status, occupation, marital status,

source of information regarding specific learning

disabilities, number of children having specific

learning disabilities in school, treatment modality

adopted for the children

Independent Variables : Structured teaching programme

7.2.1 RESEARCH APPROACH

Evaluative approach and structured teaching programme will be used to carry out the

study.

7.2.2 RESEARCH DESIGN

One group pretest - post test - quasi experimental design.

7.2.3 SETTING

Selected primary schools in Bangalore.

7.2.4 POPULATION

The population of the present study consists of primary school teachers who are

working in selected primary schools and teach to students of 1st to 4th standard in Bangalore.

7.2.5 SAMPLE SIZE

The sample size of the present study comprises of 60 numbers.

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7.2.6 SAMPLING TECHNIQUE

Non probability convenient sampling technique will be adopted to select the samples.

7.2.7 SAMPLING CRITERIA

Inclusion criteria:

1. The primary school teachers who are willing to participate in the study.

2. The primary school teachers who are available during the period of data collection.

3. The primary school teachers who can able to communicate either in Kannada or

English.

4. The primary school teachers who gave consent to participate in the study.

Exclusion criteria:

1. The primary school teachers who are not willing to participate in the study.

2. The primary school teachers who are absent during the period of data collection.

7.2.8 TOOL FOR DATA COLLECTION

The tool for the data collection consists of two sections:

Section A: Socio-demographic Performa of the study participants.

Section B: Structured questionnaire to assess the knowledge of primary school

teachers about specific learning disabilities in primary school children.

7.2.9 DURATION OF THE STUDY

Duration of the study will be 6 weeks.

20

7.2.10 METHOD OF DATA ANALYSIS AND PRESENTATION

Data analysis will be through descriptive and inferential statistics.

Descriptive Statistics:

Frequencies, percentage, mean, median and standard deviation will be used to explain

demographic variables and to compute the level of knowledge and opinion regarding specific

learning disabilities in primary school children.

Inferential Statistics:

“t” test and coefficient will be used to find out association between selected

demographic variables with the knowledge among primary school teachers.

PROJECTED OUTCOME

The findings of the study would reveal:

The existing knowledge of primary school teachers regarding specific learning

disabilities in primary school children.

7.3 DOES THE STUDY REQUIRE ANY INVESTIGATION OR INTERVENTIONS

TO BE CONDUCTED ON PATIENTS OR OTHER HUMANS OR ANIMALS? IF SO,

PLEASE DESCRIBE BRIEFLY.

No

7.4 HAS ETHICAL CLEARANCE BEEN OBTAINED FROM YOUR INSTITUTION?

YES, copy enclosed.

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8. LIST OF REFERENCES:

1. Catherine Lam. Child Assessment Service. Hong Kong. Vol 6. No.3 (may 2001).

2. Tim Mcdougall. Nursing children and young people with learning disabilities and mental

health problems. 3rd ed. Blackwell publishing; 151.

3. Robert E Hales, Stuart G, Yudotsky. Text book of clinical psychiatry, 4 th ed. American

psychiatric publishing; Page; 843-854.

4. Dr.(Mrs.) Lalitha K. Text book of Mental Health and Psychiatric Nursing an Indian

perspective. 3rd edition. VMG book house publishers-2009: 522-523.

5. Hardy S, Essam V and Woodward P. Promoting Mental Health. Learning disabilities

practice,(23):20-23.

6. Jenkins R and Davies R (2004). The abuse of adults with learning disabilities and the role

of the learning disability nurse. Learning disability practice,Vol 7,Issue 2.page;30-38.

7. Wilson AM et al.The mental health of Canadians with self reported learning disabilities.

Vol 42, Issue 1, January 2009. Page; 24-40.

8. Hindsey M(2011). Comprehensive Health care services for people with learning

disabilities. Advances in Psychiatric treatment,(8),138-148.

9. Polit D F, Hungler B P. Nursing Research. Principles and methods. 5th Ed. Philadelphia.

J B. Lippincot Co, 1999.

10. Harrison AG, Edward MJ, Parker KC. Identifying student feigning dyslexia: preliminary

findings and strategies for detection. Vol 14, Issue 3, August 2008. Page;228-246.

11. Meisinger EB, Bloom JS, Hynd GW. Reading fluency: implication for assessment of

children with reading disabilities. Vol 60, Issue 1, June 2010. Page; 1-17. 

12. Reschly DJ, Learning disabilities identification: primary intervention, secondary

intervention, and then what? Vol 38, Issue 6, November 2005. Page; 510-515.

13. Kohli A et al. Specific learning disabilities in childen: deficit and neuropsychological

profile. Vol 28, Issue 2, June 2005. Page 165-169.

22

14. Rodrigues MC, Mello RR, Fonseca SC. Learning disabilities in school children born with

very low birth weight. Vol 82, Issue 1, January 2006. Page; 6-14.

15. Mulas F et al. Risk factor in learning disabilities. Vol 27, Issue 156, August 1998. Page

274-279

16. Padmavati D, K Lalitha. Effectiveness of structured teaching programme for teachers

towards learning disabilities. Nightingale Nursing Times. Vol 5, Issue 4, July 2009. Page;

14-17.

17. Washburn EK, Joshi RM, Bink Centrell E. Are pre service teachers prepared to teach

struggling readers?, Vol 19, Issue 3, August 2010.Page;23-31

18. Uzi Brook, Nathan watember,Diklah Gev. Attitude and knowledge of attention deficit

hyperactivity disorder and learning disabilities among high school teacher. Vol 40, Issue

23, July 2007. Page; 247-252.

19. Ramsey RS, Algozzine B, Smith M. Teacher competency testing: what teacher of student

with LD need to know. Vol 23, Issue 9, November 1990. Page:574-578.

20. Kulkarni M et al. Educational provision and learning disability. Vol 73, Issue 9,

September 2006. Page; 789-793.

21. Karande S, Mehta V, Kulkarni M. Impact of educational programme on parental

knowledge of specific learning disability. Vol 61, Issue 7, July 2007, Page; 398-406.

22. Ellis ES, Deshler DD, Schumaker JB. Teaching adolescents with learning disabilities to

generate and use task specific strategies. Vol 22, Issue 2, February 1989. Page 108-119.

23. White J. Supporting nursing student with dyslexia in clinical practice. Vol 21, Issue 19,

January 2007. Page; 35-42.

24. Yu JW et al. Behavioral problem and the effect of early intervention on eight year old

children with learning disabilities. Vol 10, Issue 4, July 2006, Page329-338.

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9. SIGNATURE OF THE CANDIDATE

10.REMARKS OF THE GUIDE

11.NAME AND DESIGNATION

11.1 GUIDE Mr. GORSON

PROFESSOR CUM HEAD OF DEPT. OF

PSYCHIATRIC NURSING, K.T.G COLLEGE OF

NURSING, BANGALORE.

11.2 SIGNATURE

11.3 CO-GUIDE

11.4 SIGNATURE

11.5 HEAD OF DEPARTMENT Mr. GORSON

PROFESSOR CUM HEAD OF DEPT. OF

PSYCHIATRIC NURSING, K.T.G COLLEGE OF

NURSING, BANGALORE.

11.6 SIGNATURE

12. 12.1 REMARKS OF THE

CHAIRMAN AND PRINCIPAL

12.2 SIGNATURE

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