Analytical Study of Experimental Intervention Research on Students with Learning Disabilities of North India

Abstract

This study examines experimental intervention research on learning disabled (LD) children from North India, a region that ranges from varying socio-educational environments. Using secondary data, the research explores the prevalence and efficacy of interventions and teacher preparation in Punjab, Uttar Pradesh, and Haryana. The main conclusions show that dyslexia (mean: 13.3), dysgraphia (mean: 9.77%), dyscalculia (mean: 7.57%), and dysphasia (mean: 7.73%) are very highly prevalent. These various rates of improvement in students’ learning outcomes were observed in cognitive strategy instruction (CSI), phonological awareness training (PAT), and direct instruction methods (DIT), with CSI showing the greatest cumulative impact. Results indicate that readiness of teachers and resources available, however, do not prepare teachers or allocate resources ready to teach, highlighting a strong correlation between teachers’ awareness and more successful intervention. Sophisticated statistical methods, such as regression and ANOVA, verified significant geographical and intervention-based differences. Results from other related research suggest that generally tailored treatments are beneficial, but they also indicate regional variations in North India. For these problems, the research suggests a culturally sensitive treatment as well as thorough policy frameworks. It also shows where early diagnosis and organisation of teacher training are weak. The findings highlighted in this study provide important new information for designing inclusive education and improving learning results.