Karande Sunil, Mehta Vishal, Kulkarni Madhuri
Learning Disability Clinic, Division of Pediatric Neurology, Department of Pediatrics, Lokmanya Tilak Municipal Medical College and General Hospital, Sion, Mumbai-400 022, India.
Indian J Med Sci. 2007 Jul;61(7):398-406.
A supportive home environment is one of the factors that can favorably determine the outcome of specific learning disability (SpLD) in a school-going child. However, there is no reliable information available on parental knowledge about SpLD.
To investigate parental knowledge of SpLD and to evaluate the impact of an educational intervention on it.
Prospective questionnaire-based study conducted in our clinic.
From April to November 2002, 50 parents who were conversant in English and willing to follow up were interviewed. After the interview, each parent was administered a structured educational program and re-interviewed after 3 months.
The pre- and post-intervention responses were compared using Chi-square test.
After the intervention, there was significant improvement in parental knowledge of (i) the meaning of the term 'SpLD' (32/50 vs. 50/50, P CONCLUSION: Parental knowledge of their child's SpLD is inadequate and this can be significantly improved by a single-session educational program.
支持性的家庭环境是能够对学龄儿童特定学习障碍（SpLD）的结果产生有利影响的因素之一。然而，关于父母对特定学习障碍的了解，目前尚无可靠信息。
调查父母对特定学习障碍的了解情况，并评估教育干预对其的影响。
在我们诊所进行的基于问卷的前瞻性研究。
2002年4月至11月，对50名精通英语且愿意接受随访的父母进行了访谈。访谈后，为每位父母实施了一个结构化教育项目，并在3个月后再次进行访谈。
使用卡方检验比较干预前后的回答。
干预后，父母在以下方面的知识有显著改善：（i）“特定学习障碍”一词的含义（32/50对50/50，P……结论：父母对其孩子特定学习障碍的了解不足，而单次教育项目可显著改善这一情况。
