Peer-reviewed article

Domain-specific prevalence of learning disability among government and non-government school children

Sandeep Kaur, Narkeesh Arumugam, Divya Midha · 29 Apr 2026

Abstract

Background: Learning disability is a neurodevelopmental disorder characterized by persistent difficulties in acquiring academic skills despite adequate intelligence and educational opportunities. Educational environments may influence the pattern and prevalence of learning disability. However, comparative evidence across different school systems remains limited. This study aimed to determine the prevalence of learning disability among school children in government and non-government schools. Additionally, to examine the relationship between Intelligence Quotient (IQ) and learning disability diagnostic inventory (LDDI) domains along with perceptual deficits. Methods: A cross-sectional observational study was conducted among 240 school children aged between 8-12 years. Learning disability were assessed using the LDDI, while intelligence was evaluated using Raven’s Coloured Progressive Matrices (CPM). Descriptive statistics were used to estimate prevalence across domains and school types. Correlation analysis was performed to examine the association between IQ and LDDI domains, with statistical significance considered at p<0.05. Results: Domain specific prevalence of learning disability was observed. Listening disability was the most prevalent domain, affecting (30%) students in government and (16%) of non-government school students, followed by speaking (27% and 12.5% respectively). Among perceptual deficits, position in space (11.6% and 10%) and eye-hand coordination (4-6%) were most frequently observed. Overall, government school students showed a relatively higher prevalence. A significant association was observed between learning disability domains and Intelligence quotient scores (p<0.05) Conclusions: The study highlights the domain-specific prevalence of learning disability among school children and emphasizes the importance of early screening, targeted educational strategies and school-based interventions to improve learning outcomes.