Article Title: Validation of Learning Disabilities Checklist in Public Sector Schools of Pakistan
Author(s): Farzana Ashraf and Najma Najam
Institute(s): Institute of Applied Psychology, University of the Punjab, Lahore.
Journal: Pakistan Journal of Psychological Research, 2014, Vol. 29, No. 2, 223-244
Correspondence Address: Farzana Ashraf, Institute of Applied Psychology, University of the Punjab, Lahore, Pakistan. E-mail: firstname.lastname@example.org
In the current decade, learning disabilities are recognized as significant disturbance and hindrance in a child’s academic and overall development. Assessment of these disturbances is a challenge for teachers, parents, and school counselors. This study was designed to validate a screening tool Learning Disabilities Checklist (National Center for Learning Disabilities, 2007) for assessment of learning disabilities among children. Sample of the study was 427 students from 6th to 10th grade. Participants were recruited from four government schools of Lahore through systematic random sampling technique. Initially, validation was restricted to public sector schools as the structure of education system at public school lacks mandatory administration of any screening tool to asses these difficulties. Cronbach’s alpha reliability and exploratory factor analysis indicated that this checklist is valid screening tool of assessing learning disabilities among girls and boys. Teachers and school authorities are suggested to administer these kinds of screening tools to assess childrens’ learning difficulties in order to improve their academic functioning.
Keywords: Learning disabilities, reading disability, writing disability, mathematical disability, public schools