DEVELOPMENT, EDUCATION AND LEARNING DISABILITY IN INDIA

This book delves into the complexities of identifying learning disabilities in students within the Indian context, focusing on the application of criteria largely borrowed from the Global North. It explores how the emphasis on English language instruction may contribute to poor academic outcomes for students from low-income backgrounds, particularly those who are first-generation learners or English language learners. The author examines the intersection of socio-economic factors, education policies, and language issues, offering a critical view on how the label of "learning disability" is applied in India.

Despite the principles of Education For All, the book suggests that these labels may contribute to the marginalization of students who are academically struggling, particularly those from low- and middle-income families. Through qualitative research, the book highlights the disparities in support and outcomes for these students, shedding light on the need for a more inclusive approach to education in India.