Validation of Procedures for Identification of the Children with Specific Learning Difficulties in Mainstream Classrooms

Abstract

This paper will develop an insight into role of a teacher to identify the children with Specific Learning Difficulties among the students in mainstream classrooms. This study will edge the eminent role of a teacher in uplifting the self-esteem, developing sequential ability, decreasing attention deficit problems, developing reverse retention and replacing the skipping deficit of students with Specific Learning Difficulties. This research discusses the report on the Validation of a checklist and further procedures for identification of children with Specific Learning Difficulties from regular school classroom with purposive sampling techniques. Checklist has been validated with the advance statistical measures. IQ and classroom achievements are adopted to determine discriminant validity of procedures for the identification of these children.

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