INTRODUCTION

Learning disability means a disorder in one or more of the basic psychological process involved
in understanding or in using language, spoken or written, which may manifest itself in an imperfect
ability to listen , think ,speak, read, write , spell or to do mathematical calculation. The term includes such
conditions as perpetual handicaps, brain injury, minimal brain dysfunction, hysteria and developmental
aphasia. The term does not include children who have learning problem which are primarily the result of
visual , hearing, or motor handicaps, or mental retardation, of emotional disturbances or of environmental,
cultural or economic disadvantage. Inclusive education, is a process of strengthening the capacity of the
education system to reach out to all learners. It involves restructuring the culture, policies and practices
in school. So that they can respond to the diversity of students in their locality.
While learning disability, learning disorder and learning difficulty are often used interchangeably, they
differ in many ways. Disorder refers to significant learning problems in an academic area. These
problems, however, are not enough to warrant an official diagnosis. Learning disability on the other hand,
is an official clinical diagnosis, whereby the individual meets certain criteria, as determined by a
professional (psychologist, pediatrician, etc.). The difference is in degree, frequency, and intensity of
reported symptoms and problems, and thus the two should not be confused. When the term "learning
disorder" is used, it describes a group of disorders characterized by inadequate development of specific
academic, language, and speech skills. Types of learning disorders include reading mathematics and
writing

Learning Disability
Learning disability is a genetic term that refers to a heterogeneous group of disorders manifested
by significant difficulties in acquisition and use of listening, speaking, reading, writing, reasoning and
mathematical abilities. These disorders are intrinsic to the individual and presumed to be due to central
nervous system dysfunction. Even though a learning disability occurs concomitantly with other
handicapping conditions (such as sensory impairment, mental reticulation , social and emotional
disturbance ) or environment influences ( such as cultural differences, insufficient or inappropriate
instruction, psychogenic factors) , it is not the result of those conditions or influences.

Educational programmes or ways of dealing with their disabilities

There are several possible orientations for planning intervention programmes for learning
disabled children in inclusive setting. The following categories reflect what the majority of the
professionals recognize as major approaches.

Behavioral interventions
Cognitive behavioral interventions
Medicallybased intervention
Multisenoly approach
Direct Instructions

In practice, a teacher can combine two or mote of these approaches. A judicious belnd of the above
approaches is bound to yield fruitful results.
1) Behavioural Interventions

Behavioual interventions should generallybe attempted of first because they are easy to initiate in
the context of of the classroom and do not require the intervention of othe rprofessionals or experts.
In disigning behavioural interventions the teacher teaching learning disbled students should first
prioritise individual needs and then select target behaviour.
2) Cognitive behavioural interventions:
Cognitive behavioural instruction has been used for teaching students to act as their own
behaviour change agents. Self monitoringis the most appropriate strategy for interventions of
attention behaviours. Self monitoring is the ability to repeatedly evaluate ones own behaviours
inorder to effect positiive change in those. Self monitoring has been sucessfully used among
population, including those with learning disbilities. Reserarch supports the effectiveness of self
monitoring for increasing on-desk behaviours.
3) Medically based interventions:
Medical science can play a major role if the attention problems are due to hyper activity.
If a student is hyper active, he or she is more likely to have difficulty with learning. When there
attention problems, educational remedies such as behavioural interventions and self monitoring
interventions should be applied. If those intervention strategies do not alleviate the problem, a
drug intervention may be attempted.
4) Multisensory approach:
Multisensonsory methods use a combination of the childs sensory systems in the
beginning process. The underlying assumption is that of morethan one sense is involved in
learning experience, the children will learn better.
5) Direct intervention
Direct intervention is complex way of looking at all as pects of instruction, including
cassroom organisation and management, the quality of teacher student interaction, the design of
instractional materials and the nature of in-service teacher training. Learning disabled students

who are taught direct instruction significantly out perform other learning disbled students
instructed through indirect methods.
Common practices in inclusive classrooms
Students in an inclusive classroom are generally placed with eheir chronological age made
regardless of whether the students are working above or below the typical academic level for their age.
Also, to encourage a sense of belonging, emphasis is place on the value of friendships. Teachers often
nurutre a relationship between a student with special needs and a same- age student without a special
educational need.
Teacher use a number of techniques to help build class room communities:
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Using games designed to build community.

Involving students in solving problems.
Sharing songs and books that teach community
Openly dealing with individual differences by discussion
Encouraging students to take the role of a teacher and deliver instruction
Take breaks when necessary
Create a self and welcoming environment
Design a multi-faced curriculum.

CONCLUSION
It is very difficult to specify the cause of childs learning disability. In most cases the cause of a
childs learning disabilities remains a mystery. For a school to be inclusive, the attitudes of everyone
in the school, including administrators, teachers and other students are positive towards students with
disabilities. Inclusive education means that all children regardless of thie r ability level, are included
in a mainstream classroom, or in the most appropriate or least restrictive environment(LRE) that

students of all ability levels are taught as equals and that teachers must adjust their curriculum and
teaching methodologies so that all students benefit. People who believe that the education system is
the impediment to learning for a child, and that every child is capable of learning.

REFERENCE
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Lerner.J.W; Children with Learning Disabilities.

Mangal.S.K; Advance educational Psychology
Dr.K.Sivarajan; Psychological foundations of education
Dr.K.Sivarajn; English Language Education