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Little is known about the actual impact of the schooling experience on adolescents with specific learning disability (SpLD).To analyze the recollections of adolescents with SpLD who were undergoing education in regular mainstream schools.Prospective interview-based study conducted in our clinic.Adolescents' responses to a semi-structured interview were audio-taped, transcribed verbatim and interpreted by content analysis. The number of participants was determined by 'saturation sampling,' resulting in a total of 30 adolescents.Twelve (40%) adolescents had 'overall' neutral recollections, 9 (30%) had 'overall' positive recollections and 9 (30%) had 'overall' negative recollections about having SpLD during their schooling. Fourteen (46.7%) adolescents stated 'getting provisions' as good features, whereas 7 (23.3%) stated 'feeling different from classmates' and 6 (20%) stated 'being teased by classmates about their disability' as bad features of having SpLD. Nineteen (63.3%) adolescents remembered classroom teachers being supportive, while 7 (23.3%) remembered being insulted by them. Of the 21 adolescents who had undergone remedial education, only 10 (47.6%) acknowledged that it had benefited them. Twenty-one (70%) adolescents stated that availing provisions helped in getting better marks in examinations. Ten (33.3%) adolescents had negative recollections about their parents' behavior in relation to their disability. Twenty (66.7%) adolescents wanted changes in their school to help students with SpLD.Improving the knowledge of classroom teachers, classmates and family members about SpLD and about the rationale of provisions will help reduce the unpleasant experiences students with SpLD undergo during their schooling years.

Background: Almost 10% of school-going children have specific learning disability (SpLD) in the form of dyslexia, dysgraphia and/ or dyscalculia. Attention-deficit hyperactivity disorder (ADHD) occurs as a comorbidity in about 20% of these children. Aims : To document the clinical profile and academic history of children with SpLD and co-occurring ADHD. Settings and Design: Prospective observational study conducted in our clinic. Materials and Methods: From August to November 2004, 50 consecutively diagnosed children (34 boys, 16 girls) were included in the study. SpLD was diagnosed on the basis of psychoeducational testing. Diagnosis of ADHD was made by DSM-IV-revised criteria. Detailed clinical and academic history and physical and neurological examination findings were noted. Statistical Analysis : Chi-square test or unpaired student's t-test was applied wherever applicable. Results: The mean age of children was 11.4 years (±SD 2.5, range 7-17.1). Fifteen (30%) children had a significant perinatal history, 12 (24%) had delayed walking, 11 (22%) had delayed talking, 5 (10%) had microcephaly, 27 (54%) displayed soft neurological signs and 10 (20%) had primary nocturnal enuresis. There were no differentiating features between the two gender groups. Their academic problems were difficulties in writing (96%), inattentiveness (96%), difficulties in mathematics (74%), hyperactivity (68%) and difficulties in reading (60%). All children had poor school performance, 15 (30%) had already experienced class retention and 20 (40%) had developed aggressive or withdrawn behavior. Conclusion: Children with SpLD and co-occurring ADHD need to be identified at an early age to prevent poor school performance and behavioral problems.

Background :A supportive home environment is one of the factors that can favorably determine the outcome of specific learning disability (SpLD) in a school-going child. However, there is no reliable information available on parental knowledge about SpLD. Aims : To investigate parental knowledge of SpLD and to evaluate the impact of an educational intervention on it. Settings and Design : Prospective questionnaire-based study conducted in our clinic. Materials and Methods : From April to November 2002, 50 parents who were conversant in English and willing to follow up were interviewed. After the interview, each parent was administered a structured educational program and re-interviewed after 3 months. Statistical analysis : The pre- and post-intervention responses were compared using Chi-square test. Results : After the intervention, there was significant improvement in parental knowledge of (i) the meaning of the term 'SpLD' (32/50 vs. 50/50, P Conclusion :Parental knowledge of their child's SpLD is inadequate and this can be significantly improved by a single-session educational program.