Effects of certain learning strategies and techniques to address academic skill deficits in children with learning disabilities

Historically, children with learning disabilities have struggled with the expected level o f academic rigor at the pre-primary level, resulting in poor academic achievement than their non-disabled peers. In the last few years the special education system has taken another turn especially with the concept o f considering students with learning disability as students with special needs. The students have average or above average IQ and intelligence, but have difficulty to cope up with their academic skills. Proper academic support will help the students to deal with their difficulties. However our current education system is not adequately supportive to deal with this situation. Traditionally, children with learning problems have been mainstreamed into general education classes and those with serious problems have been ignored by the school authorities and later on many o f these children end up as drop outs. Between 1986 and 1999, the numbers o f students with learning disabilities were educated through regular class rooms and this showed an increase of 20 percent (National centre for educational statistics, 1999). The class teachers were not equipped and trained to handle these cases, and this was a serious concern and therefore has become mandatory to prioritize and meet the needs o f LD students in a satisfying maimer by offering the right supportive system to upgrade their potential.