The recent Gazette notification dated March 12, 2024, has brought significant updates to the assessment and certification of Specific Learning Disability (SLD). In this blog, we explore the key elements of this notification, the challenges it presents, and the road ahead for equitable and efficient implementation.

Key Features of the Gazette Notification

SLD Assessment Tools

The Gazette provides a detailed list of tools for SLD assessment, categorized into:

1. IQ Testing
   • Freely available: NII IQ Test.
   • Copyrighted: VSMS, WISC, Binet scales, and BAM tests.
2. SLD-Specific Testing
   • NIMHANS Index for SLD: A copyrighted tool, validated for children up to 14 years and limited languages (English, Hindi, Kannada).
   • GLAD (Grade-Level Assessment Device): Freely available but restricted to children up to 4th grade (age 10).

Definition of SLD

The notification defines SLD as a heterogeneous group of developmental learning disorders characterized by deficits in processing language (spoken/written), reading, writing, mathematics, and coordination. It includes conditions such as:

• Dyslexia: Difficulty processing words, rhyming, and sequencing alphabets.
• Dysgraphia: Issues with writing, spelling, and letter formation.
• Dyscalculia: Problems with numbers, symbols, and calculations.
• Dyspraxia: Challenges with coordination, including ideational, constructional, and motor tasks.

Assessment Process

The notification outlines a structured, four-stage protocol:

1. Screening: Conducted by teachers by age 8 or Grade 3 using standardized instruments.
2. Clinical Assessment: Pediatricians assess for neurological, vision, and hearing deficits. Psychiatrists evaluate emotional and behavioral issues.
3. IQ Testing: Ensures the IQ is above 85 to rule out intellectual disability.
4. SLD Diagnosis: Administered using NIMHANS Battery or GLAD tools.

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Challenges in Implementation

Tool Limitations

• Outdated Tools: Both NIMHANS Battery and GLAD are decades old, with limited age applicability and validation in regional languages.
• Language Barriers: The tools are validated only in English, Hindi, and Kannada, excluding students in other linguistic regions.

Rural-Urban Divide

• Rural areas face significant obstacles due to low awareness, lack of access to trained professionals, and parents’ limited understanding of SLD.
• Urban areas report misuse, with some families and practitioners exploiting SLD certifications for reservations and benefits.

Cost and Accessibility

• Private practitioners charge exorbitant fees (up to ₹50,000) for assessments, making it inaccessible to underprivileged families.
• The waiting period for SLD evaluation at tertiary centers is often 1–2 years.

Recommendations for the Way Forward

Policy Reforms

• Tool Development: Create culturally sensitive, multilingual assessment tools for children and adults.
• Digital Platforms: Leverage technology for early screening and assessment.

Capacity Building

• Train psychologists, psychiatrists, and teachers, especially under the District Mental Health Program (DMHP).
• Empower teachers to conduct preliminary screenings and liaise with parents effectively.

Equity in Access

• State governments must procure copyrighted tools and make them freely available in public healthcare settings.
• Develop remedial education infrastructure within government schools to ensure all children receive appropriate interventions.

A Critical Reflection

While the 2024 Gazette notification provides a well-structured framework for SLD assessment, it falls short in addressing key gaps such as the validation of tools across age groups and languages, the misuse of the certification process, and inadequate resources for rural communities.

Dr. Suresh Bada Math, in his insightful critique, calls for immediate amendments to the policy to uphold the true spirit of the Rights of Persons with Disabilities Act (2016). He emphasizes the need for research, training, and equitable implementation to ensure SLD assessments serve their intended purpose—supporting children with learning disabilities, not disadvantaging them further.

Conclusion

The notification represents a significant step forward in recognizing and addressing SLD, but much work remains to make it inclusive, accessible, and fair. By investing in research, digital tools, and grassroots-level training, we can bridge the gaps and uphold the rights of children with SLD across India.

Credits to Dr. Suresh Bada Math for his detailed analysis and recommendations on the 2024 Gazette notification on SLD assessment.