ISSN 2319 – 1953 International Journal of Scientific Research in Computer Science Applications and Management Studies IJSRCSAMS Volume 7, Issue 4 (July 2018) www.ijsrcsams.com A Critical Review on Learning Disabilities with Specific Reference to India: Challenges, Research Advances and Government Policies Monika Thapliyal #1 , Neelu Jyothi Ahuja *2 #1 Research and Development, University of Petroleum and Energy Studies, Dehradun, India *2 School of Computer Science (SoCS), University of Petroleum and Energy Studies, Dehradun, India #1 monika.thapliyal@ddn.upes.ac.in *2 neelu@ddn.upes.ac.in Abstract — This paper reviews the research work on ‘learning disability’ in India. It studies the social and educational challenges for learning disabled, and details research in India, concerning the aspects of diagnosis, assessment, and measures for improvement. The paper critically examines the development in their teaching-learning process, over the years. It highlights the role of special educator in their education and explores the impact of technology and specific teaching-aids in the education of learners with learning disability. The later part of the paper, throws light on the government policies for learning disabled and attempts to interpolate their proposed effect in their learning. It concludes with possible solutions, learner progress, based on the recommendations from detailed analysis of the available literature. Keywords— Educational Challenges, Indian Government policies, Learning Disability, Research on Learning Disability in India, Social Challenges I. INTRODUCTION The Learning Disability is a neurodevelopmental disorder in which the learner is usually seen to have a persistent struggle in learning/using a language or understanding a mathematical calculation or to follow a series of instructions. Learner finds it difficult to do some or all of the following activities: read fluently, spell correctly, write neatly, rhyme, basic calculation, word problems, tell time, follow map instructions, hold a pencil properly, decode, understand a sequence/pattern, and express thoughts despite having a normal intelligence. This condition is also referred to as 'Specific Learning Disability', 'Slow Learning' or 'Learning Difficulty' in some literature. [1], [3].The categorisation of Learning Disability is relatively a new concept and widely differently discussed in certain parts of literature. One of the classifications is on the basis of affected learning area, and is discussed below under following six types: i) Dyslexia, ii) Dysgraphia, iii) Dyscalculia, iv) Dysphasia or Aphasia, v) Auditory Processing Disorder and vi) Visual Processing Disorder.[6] According to the ‘Children with Specific Learning Disabilities bill’ (2016), Specific Learning Disability includes: i) Dyslexia, ii) Dysgraphia, iii) Dyscalculia, iv) Dyspraxia, v) Perceptual Disabilities, vi) Brain Injury, vii) Minimal Brain Dysfunction and viii) Development Aphasia. It excludes learning problems that arise due to visual, hearing or motor disabilities, mental retardation, emotional disturbance, environmental, cultural or economic disadvantages. [5] Dyslexia is a learning disability related to memory, reasoning, problem-solving, reading skills and language processing like phonological awareness, rhyming words and sentence formation. Dysgraphia is a disability of writing which may include writing skill, handwriting skill and expression of thoughts. Learner finds it difficult to read and put his/her thoughts on paper simultaneously. Dyscalculia is a disability of organising, memorising and understanding numbers, symbols, and patterns. Dyspraxia is a learning disability to plan motor tasks and body response requiring coordination and body movement. [5], [6]. Dysphasia/ Aphasia is language disability especially with problems of speech generation and writing comprehension due to brain damage or brain disease. Auditory Processing Disorder affects the processing of sound making it hard to interpret or locate it. Visual Processing Disorder affects the understanding of visual information. In India, teachers and parents are rarely aware of learning disability. Due to lack of awareness within society, teachers and parents, these learners are treated as mentally challenged, autistic or are confused as ADHD or intellectually disabled. This confusion is because a learner can have more than one learning disability that calls for professional advice to diagnose it. It is observed that 80% of learning disability cases have reading problems (Dyslexia) and these cases may include other learning disabilities too. In India, research in learning disability is limited to Dyslexia, Dysgraphia and Dyscalculia, as these are most