It refers to the additional teaching undertaken to fill learning gaps, specifically for students who find it difficult to follow the usual pace of instruction or are slow learners.
Published in Chapter:
Challenges in Disability Certification in Specific Learning Disability and Autism Spectrum Disorders in an Indian Context
Vaishalee Saravanan (Department of Clinical Psychology, Manipal Academy of Higher Education, India), Ashel Mercin Castelino (Department of Clinical Psychology, Manipal Academy of Higher Education, India), and Shruthi Meethan (Department of Clinical Psychology, Manipal Academy of Higher Education, India)
Copyright: © 2024
|Pages: 18
DOI: 10.4018/978-1-6684-9983-2.ch027
Abstract
The Rights of Persons with Disabilities (RPWD) Act is a significant step towards safeguarding the rights and inclusion of individuals with disabilities. Disability certificates from certified authorities enable people with benchmark disabilities to receive the concessions stipulated by the Act. This chapter examines the challenges surrounding disability certification for two conditions— autism spectrum disorder, and specific learning disorder in India. A brief overview of these issues are provided, encompassing inadequacies of the prescribed assessment tools and procedure, social stigma, misuse, and laborious proceedings, which impede due certification. These challenges can be addressed through policy changes, multilingual assessment tools, psychoeducation, training educators, and a focus on remedial education. Further research is needed to fully recognize the prevalence, outcomes, and assessment practices in the country, the findings of which can inform policies to create an inclusive and supportive environment for people with disabilities.