Background :A supportive home environment is one of the factors that favorably determine the outcome of specific learning disability(SpLD) in a school-going child. However, there is no reliable available on parental knowledge about SpLD. Aims :To parental knowledge of SpLD and to evaluate the impact of an intervention on it. Settings and Design : Prospective-based study conducted in our clinic. Materials and : From April to November 2002, 50 parents who were conversant English and willing to follow up were interviewed. After the, each parent was administered a structured educational and re-interviewed after 3 months. Statistical analysis : The- and post-intervention responses were compared using Chi-square. Results : After the intervention, there was significant in parental knowledge of (i) the meaning of the term′SpLD′ (32/50 vs. 50/50, P < 0.0001), (ii) the fact that education given by a special educator is the recommended for SpLD (33/50 vs. 45/50, P = 0.004), (iii) the meaning of the ′remedial education′ (24/50 vs. 46/50, P < 0.0001),(iv) the frequency and duration of remedial education necessary to academic competence (7/50 vs. 31/50, P < 0.0001), (v) the and purpose of provisions (28/50 vs. 49/50, P < 0.0001) and(vi) the fact that SpLD is a lifelong disorder (11/50 vs. 22/50, P =0.019). However, parental knowledge about the cause of SpLD did not (8/50 vs. 14/50, P = 0.147). Conclusion :Parental knowledge of child′s SpLD is inadequate and this can be significantly by a single-session educational program.
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Karande et al. (2007) studied this question.