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Lata Sati ¹, Deepika Vig ²

Affiliations
1 Department of Human Development and Family Studies, College of Home Science, PAU, Ludhiana, IN
2 Department of Human Development and Family Studies, College of Home Science, Punjab Agriculture University, Ludhiana, Punjab, IN

Abstract

Learning disability is a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. Learning disability does not include learning problems that are primarily the result of visual, hearing, or motor disabilities, of mental retardation, of emotional disturbance, or of environmental, cultural, or economic disadvantage. These children have needs just like any other child and in addition have a specific need but we do not have systems to deal with these specific needs thus turning them into disabilities. In government policies this disability has no place, i.e., it is not recognized as disability and hence no benefits for the sufferers. Learning disability becomes evident when child enters an educational institution which practices uniform structures of instruction and evaluation but sometimes it is underestimated under the ground that child is lazy, not interested in studies etc. Parents are not accepting this hard truth and at the same time lack of quality researches due to lack of support from organization, parents etc. In absence of research the necessary focus which this disability should get in policy making and intervention are not present. Social acceptance is also lacking. We are using majority of assessment and recommendations given by foreign researches. How much they are suitable in Indian context is of great question.

Keywords

Learning Disability, Policy, Parents Denial.

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Lata Sati ¹, Deepika Vig ¹

Affiliations
1 Department of Human Development and Family Studies, College of Home Science, PAU, Ludhiana, Punjab, IN

Abstract

The present study aims to assess the influence of academic anxiety on self-esteem of learning disabled children. The total sample for the present study consistedofSO learning disabled children. The sample was selected from remedial centers / schools with remedial services m Ludhiana, Chandigarh, and Khanna. Only those children were selected who belonged to intact families and hadbeen formally diagnosed as learning disabled by a certified psychologist or remedial educationist and had been taking remediation for a period of at least 6 months. Cooper smith Inventories (School Form) by Cooper smith (1981) was used to assess self-esteem of learning disabled children. Academic Anxiety Scale by Smgh and Gupta (2009) was used to assess levels of academic anxiety among children. Results reflected that children with learning disability were found to be academically either highly anxious or less anxious. The learning disabled children who were having high self-esteem were found to have low academic anxiety in contrast to children having medium self-esteem.

Keywords

Self-Esteem, Learning Disabled Children and Academic Anxiety.

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Deepika Vig ¹, Lata Sati ²

Affiliations
1 Department of Human Development and Family Studies, College of Home Science, Punjab Agricultural University, Ludhiana (Punjab), IN
2 Department of Human Development and Family Studies, College of Home Science, Punjab Agricultural University, Ludhiana (Punjab), IN

Abstract

The present study was an attempt to find association between emotional maturity and perceived stress among 17 to 19 years old adolescents. The total sample for the present study consisted of 100 adolescents from different colleges of Ludhiana city. Emotional Maturity Scale developed by Singh and Bhargava (2012) was used to assess levels of emotional maturity of the adolescents. Perceived Stress Scale developed by Cohen et al. (1993) was used to assess stressful feelings and thoughts of the respondents. Findings revealed that 82 per cent of the adolescents had high emotional maturity whereas, level of perceived stress was found to be low among 60 per cent of adolescents. The association between emotional maturity and perceived stress was found to be significant but negatively associated therefore, adolescents with higher emotional maturity were found to be low in stress. The results emphasized the role of emotional maturity in reducing stress among adolescents.

Keywords

Emotional Maturity, Perceived Stress, Adolescents.

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