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This study aims at comparatively identifying the constitutional provisions for right to education, their implementation and impact on education in India and Nepal. This is an analytical descriptive study based on document analysis. By the mid of 2011, 81% constitutions of the world guaranteed or aspired to protect the right to primary education. Nepal and India both have clear constitutional provisions for right to free and compulsory basic education but are unable to fulfil the international and national educational commi tments and goals. India and Nepal fall in 2nd and 48th rank respectively based on population in the world in 2018. However, educational indicators indicate that both the countries could not ensure the educational access to all the children. In the year 2014-15, 22.131 million children were either not enrolled or did not complete primary education in India. This number was 270 958 in Nepal in the same year. Results show that there is a wide gap between the educational policies and their actual implementation in India and Nepal.

This study examined the impact of iPad integration on student motivation, engagement, and learning skills in a mathematics program. Subjects included 143 students aged 8 to 14 years old and 63 parents in an Indian-based school in Dubai where the national curriculum required the use of tablets be integrated into school subjects starting at grade three. All subjects responded to questions about how iPads could support learning math and the kind of challenges students faced. Classes were technology-driven using individualized learning groups and a variety of computer apps. Around 80 percent of the students indicated they understood new concepts better, were able to solve difficult math problems, and expected themselves to score better on their tests. It was found that providing instant access to a wide array of applications, resources, hands-on activities, and instant feedback can engage students and help them remain on task, especially those with special educational needs.

Global citizenship education (GCE) seeks to develop critical thinking and self-reflexivity and, crucially, to create feelings of belonging to a common humanity. Although the subjectivity of belonging has been widely recognized, gaps remain around the micro-level experiences and practices that foster global identities. This article addresses these questions through the analysis of the individual's lived experience on an international GCE programme. It will be argued that global belonging is a transformative process of self-identity, shaped primarily through shared sensorial experience where the unfamiliar becomes familiar. The senses here help to create new personal and shared norms building trust, bonds and belonging between individuals from different backgrounds. Thus, in order to understand the journey towards feelings of global belonging, we must look to the senses as key sites of transformation.

This study examined the factor structure of an instrument used to measure first generation Bangladeshi, Indian, and Pakistani (FGBIP) parental involvement behaviors in their children's academic achievement in Southwest Florida. A survey was designed for FGBIP parents/guardians of K-12 children studying in public schools based on commonly used indicator variables of parental involvement in the literature. An exploratory factor analysis (EFA) was utilized to test the initial instrument by determining whether the survey items loaded onto the unique factors as well as the number of items to improve the reliability and validity of the instrument. The EFA produced 25 items under five factors: "parental involvement behavioral trends in school-based activities, parental involvement behavioral trends in home-based activities, parents' personal behaviors, parents' involvement in beyond home/school activities, and children's personal behaviors." The researchers described the design process and a useful tool for understanding relationships between parental involvement and students' academic achievement.

This ethnographic case study presents findings of an 18-month research study focusing on the ways in which families residing in an urban slum were using mobile phones and how this use supported literacy practices. Data collection included participant observations and interviews with 42 participants including parents, children and community members. Results of the data analysis indicated that in this urban slum, most participants owned a mobile phone which provided multiple entry points to learning. The phones ushered in new ways of brokering knowledge where children acted as 'experts' and enabled parents to perform everyday tasks while parents mediated as cultural brokers and fostered religious and cultural practices and knowledge of the mother tongue. The implications of the study point to the evolving nature of literacy practices, the versatility of the device, the uneven landscape of smartphone use and the limitations posed by the schooling contexts.

The use of the Internet among children and adolescents is now a norm in many parts of the world. As the Internet offers a wide range of benefits to these ones, so does it expose them to possible various risks and harm. Researchers in different countries across the world have engaged in the production of relevant research-based knowledge in order to make the virtual world a safe place for the younger ones. However, while studies have been carried out on the subject of Internet risk among children and adolescents, there is a dearth of information on the assessment of research activities across different parts of the world. The present study employed Bibliometric techniques to determine research productivity patterns across the different regions and countries of the world. All relevant publications indexed in Google Scholar were collected between November and December, 2018. The findings of the study reveal that while countries in the American and European regions of the world have been very productive in researching on the subject, the same is not the case with their African counterparts.

Background: Increasingly researchers are recognising the importance of including the perspectives of children and young people in research and in the development of interventions and innovations, in order to understand children's lives on their own terms. Purpose: This article reflects on the potential risks posed to children and young people in research and the role of gatekeepers in granting access and, in direct field activities, especially where the research could be deemed as 'sensitive'. Research Design: Using a combined descriptive and autoethnographic research design, questionnaires and reflections were gathered from the field experiences of researchers in four countries (India, Jamaica, Uganda and the UK) conducting research on children's experiences of violence victimisation as part of a gender-based violence prevention project. Data was collected retrospectively and analysed thematically with the aid of QSR NVivo. Results: Based on the five themes that emerged: accessing schools; approach to access; accessing participants; lessons learnt; and advice for other researchers, the overall findings indicate that researching sensitive topics with children and young people is necessarily problematic in order to safeguard them. This is especially the case in contexts where discrimination and stigma relating to certain topics may be a significant barrier to children's participation. Conclusion: Research planning requires attention to gatekeeper power, safeguarding children and young people, and understanding how processes and attitudes concerning the status and rights of children at national and institutional levels might influence the research process.

India's "Right of Children to Free and Compulsory Education Act, 2009" compels private schools to reserve a proportion of their seats for free for disadvantaged children. Although controversial, it is idealized as an equity measure for inclusion in and through education. This small-scale study, feeding into a larger research project, details children's accounts of their everyday lived experiences at private schools in Delhi. Children reported labelling students by teachers as 'naughty' or academically 'weak' or 'incapable' as a pervasive practice. These 'designated identities' (Sfard & Prusak, 2005) were reinforced by teachers and through peer interactions. They were internalized by participants about their peers and affected how they interacted with them. Peers who were labelled were reported to be stigmatized. Surprisingly, neither caste nor gender were mentioned as explicitly marking participant experiences. The paper also discusses the participatory methods employed in the study as a further contribution to the literature on private schooling. Data are from participatory 'draw-and-talk' sessions conducted with 16 children in 2015-16 from marginalized backgrounds, accessing six different private schools in one catchment area, half of whom secured a free private school seat. Participants were from amongst the first cohorts eligible for the free seats provision.

This paper examines the effect of the Internet on the reading comprehension of children reading together in groups. First, we describe an experiment to determine if children reading together off the Internet from big screens, can read at a higher comprehension level than children reading the same text alone. The results from this small-sample study are then compared to the results from a larger study across many locations in India. We find that children with low reading comprehension levels to start with can read and understand text at a level higher than expected from them, if they are reading together and have the Internet available. Moreover, in the process of doing this kind of 'self-organised' reading, their individual reading comprehension increases. This way of reading may provide a simple and reliable method to improve the reading comprehension of children in their own, or foreign, languages.

This study was conducted to explore the experiences of educators with mealtime behaviours of children with a diagnosis of Autism Spectrum Disorders (ASD) in schools, and to explore the strategies undertaken in schools to improve nutrition among these children. In-depth interviews were conducted with 13 educators of various special schools across Mumbai. They described their experiences with 3-11 year-old children with a diagnosis of ASD. Four themes emerged from this study: reasons for disruptive mealtime behaviours, using mealtimes as opportunities for indirect learning, strategies used to avoid disruptive mealtime behaviours, and school policies regarding food and nutrition. The presence of sensory stressors, changes in break-time schedules, and inability to communicate hunger were identified as main reasons for disruptive mealtime behaviours in the classroom. Strategies to tackle these behaviours were discussed. Most educators reported that their school followed a strict 'no junk-food' policy. The perspective of educators is important to understand the mealtime behaviours of children with ASD in school settings. The initiatives taken at the school-level are valuable as they provide a different approach and diverse strategies that may work to improve the food intake and nutrition of children with ASD.

Although education is a right, it still remains a distant dream for many of India's children (Where knowledge is poor). It is clear that it is not enough to make laws; they need to be augmented by more efforts. Education should be accessible to all if democracy is to succeed. Many communities and groups like disadvantaged castes and women have been historically excluded from education. Devolution of powers is extremely important to make education accessible to children. The article rightly draws attention to the effects of poverty on children's education. As a teacher, one is continuously made aware of the educational disadvantages and disruptions poor students suffer due to lack of economic stability and social security. Unless we have a strong and universally available state welfare apparatus, the education of the working class children will continue to be sacrificed. In all this, cultural values and pressures also take a particularly severe toll. The wilful complicity of the ruling castes and classes is amply evident as their domination is derived from maintaining economic and cultural status quo. So the implications of all these studies for formulation of effective anti-poverty policies and proper education system in India are also emphasised in this paper.

This paper reports the opportunities and challenges faced by first generation learners, all of whom were designated as being from scheduled tribes and scheduled castes, accessing education in a rural community in the state of Maharashtra, India. The design of the research and the methods used for this child-centred study aimed to generate data to enable reflection on the real-life complexities experienced by children in this situation. Ten case studies based around individual children who shared common experiences were developed. These children had attended the local Zilla Parishad School (Government funded school) in the past and were enrolled at a Non-Governmental Organisation (NGO) funded school at the time of the investigation. The ten case studies focused on those antecedents, contextual factors, perceptions and attitudes towards education that had shaped the experiences of the children. Their personal circumstances, opportunities and challenges emanating from their social, economic, cultural and political environments are discussed.

The focus of Design and Technology (D&T) education (Wilson & Harris, 2004) has been on designing and making activities and in developing technological capabilities amongst students. Innovation is an important aspect of D&T that helps in creating new products and artefacts to overcome the limitations of existing ones. Problem solving and problem identification are inherent components of innovation and D&T education. This study aims to compare differences in problems identified by adults and children at the grassroots level in India. In particular, we ask what kind of differences are there in problems identified by adults and school students and what could be the reasons for the differences and its implications for design and technology education? The data of innovations was accessed from the website of the National Innovation Foundation (NIF), India. The innovators, both children and adults, had not received any design brief by an external agency and the range of problems identified by them were from diverse areas. We grouped the problem areas into a number of categories. Contrary to conventional wisdom and literature about children being more creative than adults, we found a greater diversity in the problems tackled by adults. More importantly there were qualitative differences in the kind of problems identified by adults and children. Interestingly a category of problems that children identified was related to human behaviour and students attempted to fix these behaviours through technology.

Sustainable Development Goal (SDG) 5, "achieve gender equality and empower all women and girls", emphasises the need for "providing women and girls with equal access to education, health care, decent work, and representation in political and economic decision-making processes [which] will fuel sustainable economies and benefit societies and humanity at large" (UN, 2015). Millions of girls are forced into early marriage for economic and cultural reasons and denied the opportunity for education. Within the context of sustainable development, it is critical to raise awareness among communities that child marriage has wide ranging negative consequences for development and that allowing girls to have education and training can add enormous value to their society as well as their personal and family lives. This study aims to identify the role of community engagement and local community organisations in contributing towards ending child, early and forced marriage (CEFM) through ensuring equitable access of marginalised and out-of-school girls to education and training. The study was based on data collected from surveys that had been administered to 755 out-of-school girls, affected by CEFM in both urban and rural areas of three selected South Asian Association for Regional Co-operation (SAARC) countries, that is, Bangladesh, Pakistan, and India.

This study administered the Test of Reading Fluency and Pronunciation, Test of Reading Comprehension, and Scale of Home Language Environment in a sample of 156 grade 4 students in Kerala. Falling below the 25th percentile on any two of the three dimensions of reading achievement viz., reading fluency, reading comprehension, and pronunciation, along with teacher identification of the student as reading difficult was used to categorize them as Reading difficult (RD) and Normal Readers. It was found that if the parent doesn't enquire about co-curricular activities in school, it doesn't make the child write Malayalam copy book, does not make the child write a diary, doesn't make the child read textbooks regularly and doesn't make the child read other books than textbooks 6/10 are prone to be an RD by grade 4.

Pandemic due to the deadly virus COVID-19 has put the entire world in complete lock-down, that too, for months together. India has locked-down the entire country for more than two months. Schools, Colleges and Universities were to be closed immediately putting everything in halt. Classes were abruptly suspended and examinations were to be postponed indefinitely. Education at all levels got affected hugely. Higher education institutes (HEIs) of India that are embedded with technology blend teaching-learning system, used electronic mode for teaching and learning, i.e., e-learning, immediately after the announcement of first phase of lock-down. Following the trend, some of the primary Schools of the country also adopted the virtual platform for teaching-learning. On this backdrop, it is necessary to unfold whether the stakeholders of primary education are ready for virtual platform of teaching-learning. Thus, the objective of this paper is to establish on the basis of personal interviews among 50 parents of primary School students and 30 primary School teachers.

Children experience difficulties in reading either because they fail to decode the words and thus are unable to comprehend the text or simply fail to comprehend the text even if they are able to decode the words and read them out. Failure in word decoding results from a failure in phonological coding of written information, whereas reading comprehension difficulties result from difficulty in focussing on relevant information while reading, perceiving the interrelationship among obtained information, strategic thinking, lack of vocabulary knowledge, inability to make inferences and lack of reflective knowledge of language while reading. Within the framework of PASS model of intelligence, word reading has been found to be depending on successive processing, particularly at earlier grades, while reading comprehension depends primarily on simultaneous processing. Planning and attention, on the other hand, are found to be essential at all levels of reading. The PASS Reading Enhancement Programme (PREP) which is based on the PASS theory of intelligence, helps remediate the word decoding and reading comprehension skills of children by improving the underlying cognitive processes. The efficacy of PREP has been proved not only in case of children who are the native speakers of English language, but also in those for whom English is the Second Language (ESL children). School psychologists and teachers may take this as a challenge and help improve the reading skills of poor readers.

Nutrition is the intake of food to meet the body's dietary needs through different sources namely vegetarian and non-vegetarian foods. Good nutrition and well balanced diet with regular physical activities is acceptable. Poor nutrition leads to reduction in immunity of an individual, on the other hand increased levels of nutrition leads susceptible to a wide varieties of disease, damage the physical, mental development and reduced productivity. The purpose of this study is to find the nutritional status of school-going boys and girls in Government school children in Rompicherla Mandal, Chittoor District of Andhra Pradesh. As we all know they are the future of our country. In view of the importance of children's health care especially, Indian population consists approximately forty percent are children and that to under the age of 15 years. To assess the anthropometric indices among children. A total number of 613 Government school-going children were selected for the present study. A complete physical examination of the children was conducted and recorded. In the present study out of total 613 school going children 49.43% had overall normal nutritional status, 24.14% Grade-I, 16.48 Grade-II and 9.95 had overall Grade-III. 23.59% (92) had Grade-I, Grade-II 16.15% (63) and Grade-III malnutrition 11.80% (46) respectively in boys of study area in the Government Schools. Where as in girls over all 51.12% (114), 25.11% (56), 17.04% (38) and 6.73% (15) respectively had the malnutrition in the study area. In the present study, nutritional status was found highly related to the personal hygiene and socio-economic status. Schools need to provide knowledge and awareness about personnel hygiene, and nutrition.

We have good reason to predict that a warming climate will produce more conflict and violence. A growing contingent of researchers has been examining the relationship in recent years, and they've found that hotter temperatures and reduced rainfall are linked to increases in conflict at all scales, from interpersonal violence to war. Children are especially vulnerable to conflict, Richard Akresh writes. In addition to directly exposing children to violence and trauma, conflict can tear families apart, displace whole populations, interrupt schooling, cut off access to health care or food, and eliminate the jobs that families depend on for a living. Children caught in a war zone may suffer physical injuries, malnutrition, developmental delays, and psychological damage, with effects on their physical health, mental health, and education that can persist into adulthood and constrict their ability to make a living. Moreover, those effects can spill over to the next generation and beyond, damaging the affected countries' ability to develop human capital. The likelihood that rates of conflict will increase on a hotter planet, then, poses a serious threat to children's wellbeing--especially in poorer countries, which already see the most wars and other conflicts. Unfortunately, Akresh writes, we still poorly understand the mechanisms that link climate to conflict, and we have almost no evidence to tell us which types of policies could best mitigate the effects of climate change-related violence on children.

Objective: This study was conducted to assess the dietary intake, food refusal, and nutritional status of younger and older children with Autism Spectrum Disorders (ASD) in Mumbai, India, and to understand the relationships between these variables and mealtime behaviors and sensory integration. Methods: This was an observational cross-sectional study. Convenience and snowball sampling was used. Data were collected from 146 mother-children pairs, where children belonged to two age groups (3-6 years and 7-11 years). Caregivers completed scales on mealtime behaviors, sensory integration, and the dietary intake of their children. Nutritional status of the children was assessed by measuring their height and weight. Based on BMI 'z' scores, children were classified as 'Underweight', 'Mild Underweight', 'Normal BMI', 'Overweight', or 'Obese'. Results: There was no significant difference in mealtime behavior and sensory integration scores between the two age groups. There was a significant inverse relationship between the mealtime behavior and sensory integration scores. There was no relationship between these two variables and the dietary intake of children. However, there was a significant relationship between these two variables and the number of food groups refused by children with ASD. Only 39.7% children had a normal BMI. There was a significant positive relationship between dietary intake and nutritional status of children. Conclusion: Difficulties in sensory integration may contribute to mealtime behavioral problems and inadequate dietary intake in these children. At the same time, higher dietary intake (which may be poor in diversity) may be related with a higher likelihood of being overweight.

Non-cognitive competencies play critical role in education. Interventions targeted at these competencies require access to valid measures. Within Indian context, no such validated measure exists at present, and teachers depend on their subjective evaluation of students' non-cognitive competencies represented via grade or comment on report card. This study examined convergent validity and measurement invariance of seven sub-scales of the Motivated Strategies for Learning Questionnaire (MSLQ), a widely used tool but not yet validated within Indian context. MSLQ, a measure of several non-cognitive competencies, was validated across four castes and two gender groups (N = 6423 elementary school students), the two categories highly relevant in the Indian context. For establishing convergent validity, multi-group confirmatory factor analysis was conducted where all the subfactors were allowed to correlate with each other. For measurement invariance, configural, metric, and scalar invariance were assessed by sequentially imposing more restrictive conditions. We found evidence for strong configural, metric, and scalar invariance across the gender and caste groups, and across all the seven sub-scales of MSLQ. Results also indicated good model fit for all caste and gender groups, thus establishing the convergent validity of all the sub-scales. The implications of the findings are discussed.

"If you cannot go to school, the school comes to you." Project Anakuran (the Hindi word for germination) is an innovative design which seeks to provide formal education through Information and Communication Technology (ICT) to the children of migrant construction labourers based at medium and large construction sites in urban locales. The study addresses the right to free and compulsory education for Indian children between the ages of 6 and 14 years in purview of the implementation of the Right to Education Act 2009. It is also an initiative to promote public-private partnership to fulfil the second Millennium Development Goal aiming to achieve universal primary education by the year 2015.

Objectives: Our paper reviews current teaching practices used to support students with autism spectrum disorder (ASD) in the South Asian region, and to what extent these teaching practices reflect key research based effective practices. We have focused our attention on teaching practices at a time when we are witnessing a greater thrust towards achieving inclusive education at both, regional and global levels. Methods: We have used an eclectic approach for the study by employing a scoping review methodology to identify peer reviewed journal articles from South Asian countries. Having identified 10 articles and three dissertations in total from India, Pakistan, and Sri Lanka, we have used a matrix method to present our data against nine best teaching practices for students with ASD. Results: Results from the review indicate three practices (of the nine best teaching practices) were most frequently used. These are assessments, alternative, and augmentative communication systems, and parentimplemented instruction/program. The other six teaching practices were not widely reported. Conclusions: We identify significant implications for practitioners, educators, and teacher education programs within the Asian region and beyond. The use of an eclectic approach in making choices regarding teaching strategies, incorporating varied research based effective teaching practices, and following a systematic and informed approach of assessments -- teaching interventions -- ongoing evaluation are key to supporting students with ASD.

For identifying children with four major kinds of verbal learning disabilities viz. reading disability, speech and language comprehension disability, writing disability and mathematics disability, the present task was undertaken to construct and standardize verbal learning disabilities checklist. This checklist was developed by keeping in view the Indian school and social situations where school going children are being nurtured. For this, the data were collected from school teachers, parents, learning disabled and normal school children belonging to 9 to 15 years age group by adopting the procedure of purposive sampling technique at different stages. An item pool was developed initially by consulting various sources and theoretical and empirical literature available in the concerned area and organizing intensive discussions with experienced school teachers, teacher educators, parents of disabled children, teachers serving in special schools, psychologists, psychiatrists, pediatricians and educational counselors. This preliminary draft of verbal learning disabilities checklist was given to 35 field experts (experienced school teachers, teacher educators, teachers serving in special schools, psychologists, psychiatrists, pediatricians and educational counselors) to critically judge and evaluate the content accuracy, relevance, logic, duplication/repetition and coverage of the items. Items of checklist were again put to intensive evaluation so that the checklist only contain those statements/items which are highly capable of discriminating between a learning disabled child from a normal child without any learning disability. This was carried out by judging the consensus between teachers' ratings and parents' ratings in respect of learning disabled children. The reliability of the checklist was ascertained with the help of test-retest reliability (separately for teachers' ratings and parents' ratings) and inter-rater reliability (between teachers and parents' ratings) by computing correlation indices. The validity of checklist was also ascertained and suggestive norms were developed for initial identification of children with verbal learning disabilities. These norms were developed by taking into account the expert advice of experienced school teachers, pediatricians, psychologists and psychiatrists and can be used just for referral to expert assessment and diagnosis of verbal learning disabilities among the school going children.

Background: There are limited studies on the clinical profile of children attending child guidance clinic under Paediatric background. Aims: To study clinical profile of Children & adolescents attending the Behavioural Paediatrics Unit (BPU) OPD under department of Paediatrics in a tertiary care set up. Methods: Monthly average turnover in the OPD was calculated from the sample collected during the period from 1.06.2010 to 31.05.2011. The diagnostics was done using the ICD-10. Results: Totally 264 children attended the unit on an average in a month out of total 9750 children attended the parent Paediatrics OPD. Hospital based prevalence is 2.71%. There was male preponderance (63.63%) and majority of the children were in the age group of 6-12 years (60.98%). Developmental disorders (34.46%) were commonest, followed by externalizing disorders (34.09%), internalizing disorders (15.9%), somatoform disorders (12.12%) and miscellaneous group (15.15%). Dysfunctional type of family was noticed in 31.8%. (Contains 1 table and 5 charts.)

Background: Considerable controversy exists regarding clinical presentation, diagnosis, and comorbidities especially with Attention Deficit Hyperactivity Disorder (ADHD), in paediatric Bipolar Disorder (BPD). Aims and objectives: To describe phenomenology and comorbidities of paediatric BPD. Method: 78 Subjects (6-16 years) attending child and adolescent psychiatry services of C.S.M.M.U. Lucknow, who fulfilled DSM-IV-TR 2000 criteria for BPD were assessed using K-SADS-PL, child mania rating scale (CMRS),child depression rating scale (CDRS), Attention Deficit Hyperactivity Disorder rating scale (ADHD-RS) and Clinical Global Assessment Scale (C-GAS). Results: All the subjects were diagnosed as BPD-I. There mean chronological age was 13.4 plus or minus 2.1 years. The mean age at onset of BPD was 12.2 plus or minus 2.3 years. The most common symptoms found in manic subjects were increased goal directed activities (100%), distractibility (100%), elation (98.7%), grandiosity (90.5%), physical restlessness (82.4%), poor judgment (82.4%) and decreased need for sleep (81.1%). 19 (24.3%) cases of BPD had other current comorbid disorders. The common comorbidities were Mental Retardation (10.26%), ADHD (10.26%), oppositional defiant disorder (6.41%), and substance abuse (3.85%). Conclusions: In children and adolescents elation/grandiosity was more common presentation than Irritability. Comorbidities were seen in 24.3% children in paediatric BPD. Differentiation of comorbid disruptive behaviour disorders especially ADHD from BPD is possible with respect to age of onset, quality of the disturbed mood, and the course of each disorder.

Background: Parents who have children with attention-deficit hyperactivity disorder (ADHD) often experience high level of stress related to caring for their children. But not much research has been conducted in this area in India. This study aimed to assess the stress of parenting children with ADHD. Methods: This is a clinic based comparative study wherein the parents of fifty children with ADHD were compared with parents of 50 healthy children. DSM-IV diagnostic criteria for ADHD and Conner's Parent Rating Scale were administrated to diagnose and assess subtype of ADHD and the severity of ADHD respectively. Parental Stress scale (PSS) was used to examine subjective stress experienced by the parents. Results: Parents in the case group were more stressed than in control group and the difference was statistically significant. Stress was associated with all 3 subtypes of ADHD but it was highest with combined type and least with inattentive type. Also the combined subtype was the most severe form of ADHD. Conclusion: The results of the study highlight that the parents of children with ADHD experience immense stress. Combined subtype (CT) was the most severe form of ADHD while the inattentive subtype was the least severe one. Further CT was associated with the highest levels of stress in parents, probably because of its highest degree of severity. (Contains 4 tables.)

Aims: To compare the usefulness of DSM IV and ICD-10 DCR criteria in clinic children presenting with the symptoms of inattention and hyperactivity-impulsivity. Methods: 62 children (54 boys and 8 girls) participated in the study. Children were assessed on Kiddie schedule for affective disorders and schizophrenia--present and lifetime version and then diagnosed as attention deficit/hyperactivity disorder (ADHD) or hyperkinetic disorder (HKD) as per DSM IV or ICD-10 DCR criteria. Comorbidities were diagnosed as per DSM IV criteria. Severity of symptoms was rated using Hillside Behavior Rating Scale (HBRS) while global assessment of functioning was assessed on Children's Global assessment Scale (CGAS). Results: All could be diagnosed with ADHD however, only 44 (71%) could be diagnosed as HKD. There was no statistically significant difference in most sociodemographic variables, severity of illness on HBRS and impairment on CGAS of the subjects diagnosed with ADHD and HKD and subjects with ADHD but not HKD (non-HKD-ADHD). Conclusions: DSM IV should be used because it diagnoses more children with impairing symptoms of inattention and hyperactivity-impulsivity as compared to ICD-10 DCR. Also, there is a significant overlap in between ADHD and HKD. (Contains 2 tables.)

The study was conducted to determine the effectiveness of Information Communication and Technology tools viz DLP (Distance Learning Projector) and Computer/Laptop in comparison with selected instructional media for teaching primary and secondary school pupils. It examined the effect of grade on the performance of the pupils taught with four instructional media. 100 pupils from 3 schools in Durg, Raipur and Rajnandgoan districts respectively from Chhatisgarh state, India, were taught three topics drawn from syllabus. The non-randomized quasi-pretest-posttest experimental design was used in finding out which of the pupils in the four experimental groups--DLP, Computer/laptop, Chart and Chalk Talk Method--performed best. The study revealed that the pupils taught with the DLP performed equally as well as those taught with Computer/laptop. The study concludes that ICT Tools were more effective than conventional methodologies in teaching school children learning issues. This confirms the claim of many researchers of the prospective of using ICT Tool as an instructional medium in teaching varying subjects to adults, youths and children in the formal school system. The advantages far overshadow the disadvantages. The four methods that can be used by the teacher were recommended. An organisational structure in each state and ICT equipment needed for effective take off of the ICT programme in schools in Chhatisgarh were suggested.

Families in India face many challenges in caring for and educating their children with disabilities. India has enacted a landmark special education law, Persons with Disabilities Act of 1995, which provides schooling and services to all children. For some students with disabilities, however, integrated and special schools are providing schooling. This paper highlights one school, the Bethshan Special School, a private day-school for students with intellectual disabilities. At Bethshan, teachers provide quality academic instruction and job readiness skills for a range of children and young adults, as well as support programs for parents. Concluding this brief examination, several challenges and positive directions for Indian special education and teacher preparation are highlighted. (Contains 3 tables.)

Knowledge about various illnesses and their management is not satisfactory among high school students especially in rural areas in India. Various incorrect practices and myths associated with illnesses and injuries still exit. Training and education about correct management of injuries and illnesses for students is a sound and logical investment. A randomized controlled trial was undertaken among 120 students of ninth class (age group- 14-15 years) from a Government Senior Secondary School at Chandigarh, India. Students were randomly assigned to 2 groups (Group A and B) of 60 each using "blocked randomization process." Both groups were administered a pretested questionnaire for assessing their baseline knowledge, followed by on-the-spot demonstration the next day for assessing their skills. A training manual on 40 common childhood illnesses and injuries entitled "Swasthya Chalisa" (which means 40 health conditions) prepared with the help of the experts, was distributed to all study students. In addition, group A was also provided with on-the-spot demonstration training session. Post intervention evaluation of the level of knowledge and practices of both groups was done 15 days after the intervention. A scoring system was devised to quantify the knowledge and practices of students on first aid. Informed consent of the principal, teachers, students and their parents was taken before conduction of study. It was observed that students lacked knowledge in subject areas like management of uncommonly encountered illnesses in childhood (viz. T.B, Backache etc), emergency conditions (viz. CO gas poisoning, respiratory tract obstruction, epilepsy, unconsciousness, burns, food poisoning) and some routine day-to-day conditions which are not taken seriously for treatment (acne, epistaxis, food-poisoning, and constipation). The mean group scores for both groups (Group A and B) on combined knowledge and skills were higher at post-intervention than pre-intervention. Increase in level of knowledge from pretest to posttest was greater for Group B than for Group A by 33%. Also, increase in level of skills from pretest to posttest was also greater for Group B than for Group A by 135%. Overall knowledge and skills increased to 43% in group B as compared to A. It is concluded that there is a need for strengthening the knowledge of students regarding common illnesses and injuries by incorporating these training and education as a part of school curriculum. (Contains 3 tables.)

Aim: To examine the feasibility of using the narrative approach for managing childhood mental health problems. Methods: The sample consisted of 10 children aged 9-12 years, who were rated as having problems on the Strengths and Difficulties Questionnaire (Teacher version), of which 5 were in the experimental and 5 in the control group. The experimental group received a 10-session package based on the narrative approach. Both groups were assessed using the Strengths and Difficulties Questionnaire, Pictorial Instrument for Children and Adolescents, Children's Global Assessment Scale and an open interview pre and post therapy. Results: A reduction in the problem behaviors of the children was noted, both on teacher and self-report and an improvement in global functioning occurred. Conclusions: Narrative approach may add to the armamentarium to manage childhood mental health problem. (Contains 1 table.)

Aim: The present study assessed the prevalence of child exposure to environmental tobacco smoke (ETS) among families with smoking members. Methods: Secondary analysis was conducted on data from a survey done in Jodhpur district (Rajasthan) on substance use in 11459 households. Frequency of smoking by residents in households with children below 10 years of age was ascertained. Results: About 24.5% of children were exposed to ETS. Among surveyed households about 40% had at least one tobacco user and 22.9% at least one smoker. About 86.9% of smokers reported dependent use of tobacco. Among smoking households, 82.7% had at least one child below 10 years of age. Almost all (99.3%) of these households reported daily smoking by members and 55.4% the use of more than 20 cigarettes per day. Conclusions: Tobacco users should be advised about how to limit children's ETS exposure and policy formulation on tobacco control programmes should take this aspect of tobacco use into account. (Contains 1 table.)

Aim: To compare the occurrence of neurological soft signs (NSS) in children with specific developmental disorders of scholastic skills (SDDSS) and normal children. Methods: 36 cases of SDDSS were compared with 30 control children regarding sociodemographic and clinical variables and neurological soft signs. Results: Children with SDDSS had significantly more problems in graphaesthesia, motor task, face-hand and face-noise test, 2-point discrimination, maintenance of posture, and rhythmic movements. Conclusions: Children with SDDSS had more NSS in the form of impaired motor task, poorly developed cortical sensory perception and poor body and space concepts. However, the presence of co-morbid hyperkinetic disorder in a large number of SDDSS subjects might have confounded the result. (Contains 3 tables.)

The study examined children's moral reasoning with specific reference to adult interventions, across age and gender. Seventy-two children from the age groups 6-8 years and 10-12 years respectively were presented with two hypothetical vignettes pertaining to Piaget's justice framework of moral reasoning. Chi-square analysis and descriptive analysis of the moral reasoning in terms of frequencies and percentages were performed. The results indicated that age was significantly related with moral judgment and reasoning in the justice vignettes. However, Piaget's contention about children's authority orientation in moral judgment did not find complete support. No gender differences were found. (Contains 4 tables and 4 figures.)

Objective: To compare the dietary habits and nutritional status of mentally retarded (MR) and normal (NG) subjects and to examine the relationship between the dietary habits and nutritional status and the level of mental retardation in the MR group. Method: A case control design was utilized: 117 MR (random sampling) and 100 NG (quota sampling) subjects between 7-18 years matched for age (except in the 16-18 years age group) and socio-economic status were selected from a government and private institution, respectively. Nutritional status (energy, protein, fat, calcium, iron and vitamins A, B1, B2 and C) was assessed by the food diary method. Body Mass Index was recorded. Eating habits were obtained on a dietary habits proforma and blood samples were analyzed (hemoglobin, lymphocyte count and serum albumin). Results: More MR children were underweight, while more normal children were overweight. MR group was significantly more likely to have difficulty in chewing and swallowing; and the tendency to spit out and vomit food. Based on a cutoff of 2/3rd RDA (Recommended Dietary Allowance), diets were deficient in iron and possibly riboflavin in 10-18 year old MR males; and in iron in the normal group; however, a direct comparison of the MR and normal groups revealed that male MR subjects had significantly lower intake of most nutrients. Level of retardation was associated with self-feeding deficits. Conclusion: Diets of MR and normal group subjects were inadequate with regard to mean iron consumption; and boys with MR had significantly lower consumption of all nutrients in comparison to normal boys. (Contains 3 tables.)

Aim: To study the sociodemographic and clinical profile of patients, who presented to the child and adolescent psychiatric services of a tertiary care centre over a 26-year period (1980-2005). Methodology: Data were abstracted retrospectively from detailed work up files of all subjects assessed in the Child and Adolescent Psychiatry (CAP) Clinic during the mentioned period. Time trends were examined over 3-periods: 1980-1989 (Period I), 1990-1999 (Period II) and 2000-2005 (Period III). Results: Most of the individuals presenting to CAP clinic were boys (62.2%-63.5%), aged between 10 to 15 years (44.2%-63.4%). The common diagnoses were mental retardation (18.4%-33.2%), neurotic and stress related disorders (16.4%-18.5%), epilepsy and organic brain disorder (7.1%-15.1 %) and hyperkinetic and conduct disorders (8.3%-17.9%). There was a trend towards decrease in number of cases in younger age group (0-5 years) and those with diagnosis of mental retardation, epilepsy and organic brain disorder. There was a trend towards increase in number of cases in the older age group (10-15 years) and those with diagnosis of psychotic disorders, affective disorders, disorders of psychological development, and hyperkinetic and conduct disorders. Conclusion: Time trends reveal significant shifts in demographic and diagnostic profile of a CAP clinic of a tertiary care hospital. (Contains 3 tables.)

Introduction: Child-centered play therapy is a well recognized and research-supported form of child psychotherapy. Methods: Fifteen children in the age range of 5-11 years (eight girls and seven boys) with somatoform disorder were administered 25 sessions of non directive play therapy. Parents received 3 reflective counseling sessions. Children were assessed with "Children's Global Assessment Scale," "Interview Schedule for Children and Adolescents," "and Child Behaviour Checklist." Results: The mean scores on global functioning and social competence increased and symptom severity decreased significantly at post assessment. Conclusions: Child-centered play therapy along with reflective parent counseling is an effective intervention for somatoform disorders. (Contains 1 table.)

Objective: To study the socio-demographic factors, clinical characteristics, and long-term outcome of dissociative disorders in inpatient children and adolescents. Methods: Chart data of forty-four subjects (8-15 years) with a diagnosis of dissociative disorder admitted to a specialist Child and Adolescent Psychiatry (CAP) unit between September 2001 and August 2002 were reviewed. Results: Eighty-nine percent of the subjects were above 10 years of age, and 61% were females. Difficult or anxious temperament was found in half of the subjects. Precipitating stressors were present in a majority (82%) and half of the subjects had an acute onset of symptoms. Mean duration of illness was 3.6 weeks. The most common symptom was pseudoseizure. Sixty-eight percent of patients had a co-morbid psychiatric diagnosis, the commonest being a depressive disorder. Remission in symptoms was seen in about 80% of subjects at the time of discharge. Two-thirds of the twenty-four subjects available for follow-up had resumed academics and had good global functioning. Conclusions: Inpatient children and adolescents with dissociative disorders had an acute onset, with obvious precipitating stressors and had a favourable short- and medium-term outcome. Majority of the subjects had psychiatric co-morbidity. Early diagnosis and presence of precipitating factors determined a favourable outcome. (Contains 1 table.)

Background: Association between parenting dimensions and externalizing behaviors in children was examined. Method: Data on children from the middle class families of Patiala (N = 240) were collected from schools and families. Parents completed questionnaires on parenting dimensions and externalizing behaviors of children. Results: Analysis of variance of externalizing behaviors indicated significant mean differences for gender and age on aggression and conduct disorders. Analysis of variance for parenting variables indicated significant differences for age and gender on indulgence, punitive, physical coercion, and verbal hostility parenting dimensions. Correlations between non reasoning, verbal hostility, physical coercion, autonomy and indulgence parenting dimensions and externalizing behaviors were significantly positive whereas regulation and connection parenting dimensions showed a significant negative correlation with externalizing behaviors. Multiple regression analysis of parenting dimensions to each externalizing behaviors showed that autonomy, non reasoning and indulgence parenting dimensions predicted externalizing behaviors. Conclusions: Parenting significantly influences externalizing behaviors in children. (Contains 3 tables.)

Background: Childhood onset schizophrenia (COS) is a rare disorder. Comparative data on the effect of differential age of onset on clinical profile in schizophrenia are very few. Method: Subjects with COS (n = 15), adolescence onset schizophrenia (AdOS, n = 20) and adulthood onset schizophrenia (AOS, n = 20) were compared on socio-demographic, clinical and genetic history parameters using Instrument for the Retrospective Assessment of the Onset of Schizophrenia (IRAOS), Positive and Negative Symptoms Scale (PANSS), Family Instrument for Genetic Studies (FIGS), Wechsler's Adult Intelligence Scale-Revised WAIS-R), Malin's Intelligence Scale for Indian Children (MISIC) and WHO Life Chart Schedule (WHO LCS). Results: Significantly higher rate of socioeconomic dependence, poorer academic performance, and non-paranoid subtype was seen in the COS group as compared to the AdOS and AOS. The total score on PANSS was maximum in the COS group with AdOS taking an intermediate position. COS patients had more somatic and obsessive symptoms whereas, AdOS patients had more self-injurious behaviour and suicidal attempts. The response to typical antipsychotic medication was poorer in the COS group as compared to the other two groups. In spite of treatment with atypical antipsychotics (including clozapine), 1/3rd of the COS patients continued to show limited response. The COS group scored least on the Mean IQ. The outcome was significantly poorer in patients of COS (33%), and it correlated significantly with low IQ. Conclusions: COS seems to be a more severe form of the schizophrenic illness with high degree of socioeconomic dependence, poorer response to treatment, greater and more florid psychopathology, poorer course and outcome, greater neurocognitive deficits and qualitative differences in the type of schizophrenia and non-specific symptom profile as compared to the later onset schizophrenias. (Contains 3 tables.)

In developing countries like India, the onus of development lies mainly with the government, which faces the predicament of multiple demands and limited resources. This leads to a situation where even fundamental objectives such as basic literacy for all are not met. On the other hand, there exists a vibrant private sector, which has resources and the desire to undertake social responsibility. This sector is also coming up with innovative approaches to overcome barriers to education and is targeting the have-nots. Minimally Invasive Education (MIE) is one such endeavour. This paper discusses results obtained from Madangir (New Delhi), one of the sites where MIE learning stations were installed. It encourages children to learn on their own, with minimal, or no intervention. Children are provided with free access to computers in an open outdoor location. The informal environment enables children to acquire computer literacy, enhance their academic levels and imbibe other life skills. This project is an illustration of a public-private partnership between the Government of Delhi and NIIT (India's leading private sector corporation offering IT education, training and global IT learning solutions) to overcome digital illiteracy. (Contains 9 footnotes and 5 figures.)

Slavery flourishes in the modern world. In nations plagued by debilitating poverty, individuals unable to afford food, clothing, and shelter may be compelled to make a devastating decision: to sell themselves or their children into slavery. Nowhere in the world is this more common than India. Conservative estimates suggest that there are 10 million bonded child slaves in India alone. Bonded slavery refers to the situation in which a debtor is forced to work exclusively for a creditor in order to repay an advance. There are additional characteristics that are commonly associated with bonded labor but are not essential to its definition. For example, bonded slaves are generally forced to work long hours for six or seven days per week. They frequently receive wages well below those of workers in the same industry who have not taken an advance. This paper discusses India's domestic laws criminalizing bonded labor, its entry into some numerous international agreements regarding bonded slavery, and the four elements of effective bonded labor intervention. (Contains 64 notes.)

Introduction: In view of the limited studies on the psychosocial environment of children presenting with conversion disorders, the present study was carried out to study the psychosocial factors in children with conversion disorders. Method: 40 patients of Conversion Disorder, who presented with "pseudo seizures" and were diagnosed according to DSM IV criteria, comprised the sample. They underwent detailed psychiatric assessment. The psychosocial events and factors and were elicited by administering the PSLES and by interviewing the parent and child by a semi-structured interview, which covered details of school history, family environment, psychosexual and other behavior: The intellectual level of the patients was assessed by a battery of psychological instruments. Relevant investigations, hormonal assays, radiological, EEG etc. were done wherever necessary. Results: Majority of the patients were educated up to 5th class, had rural domicile and belonged to poor and lower middle SES. They were about equally represented in the two sexes. Borderline Intellectual functioning, improper schooling, family stress and current past/physical illness were present in 37.5-40 % (N=15-16) of the cases. Incidental radiological and EEG findings and unusual status of the child; only son, only child or the youngest child; were present in 33% (N=13) of the cases. Conversion/epilepsy in family/neighbour/friend and improper parenting was encountered in 22.5-20.5% (N=8-9) of the cases. Lastly, recent loss of loved one and sibling rivalry were seen to be significant in 7.5 to 12.5% (N=3-5) of the cases. 80 % of the patients had 2-3 contributory factors; the remaining had either 4 or 5 contributory factors. Conclusion: Stress was apparent in the areas of school, family and body. Greater attention must be paid both by teachers and parents by supervising the children's studies more closely. Parenting skills need to be sharpened for the better functioning of the child. Attention needs to be paid to better physical health during infancy and early childhood. (Contains 3 tables.)