An Experiment on Children with Special Needs (CSWN) To Check the Effect of Exclusive Approach on Reading, Writing and Arithmetic Skills

Everyone has a difficulty in one area or the other. Most of time, it does not interfere with day to day functioning. However, when the area of difficulty is in the cognitive region, it impedes academic learning, which is largely pegged on the 3R’s (reading, writing and arithmetic) in the current educational system. Learning disabled are those children who have normal characteristics as their peer group but lack in their academic skills, and thus they are left aside as referring them as troublesome children. It is estimated that five to fifteen school-going children are affected by learning disorder. Diagnosis of learning disabled children can help parents and teachers to provide early intervention and support services. Studies have shown that learning disabled children are in alarming condition that needs help. Learning disability may continue life-long, if not cured early. Teachers, parents, school administrators, community members, resource persons and special educators with effective modules and strategies, taking into account strength and weakness of the children help in their identification and remediation programmes. The result proved that strategies used by the investigator can be helpful for teaching the learning disabled children of elementary stage to a certain extent so as to improve their reading, writing and arithmetic skill.