Indian Journal of Health and Wellbeing © 2017 Indian Association of Health,

2017, 8(1), 29-34 Research and Welfare

http://www.iahrw.com/index.php/home/journal_detail/19#list ISSN-p-2229-5356,e-2321-3698

Childhood parental emotional maltreatment: A study

of its consequences in adulthood
Ilika Guha Majumdar, Tushar Singh, Yogesh Kumar Arya, Satchit Prasun Mandal and Sushma Kumari
Department of Psychology, Banaras Hindu University, Varanasi, Uttar Pradesh

The present study examined the role of childhood parental emotional abuse and neglect in the formation and
development of fear of intimacy in the context of romantic relationships and depressive symptoms among a sample
of young adults. A total of 275 participants (120 males & 155 females) having the age range from 18 years to 25
years were administered Computer Assisted Maltreatment Inventory-Psychological Abuse Subscale,
Multidimensional Neglectful Behaviour-Form A 20 (Adolescent & Adult Recall Version), Fear of Intimacy Scale
and Beck Depression Inventory II. The results of the study showed a significant relationship of childhood parental
emotional abuse and neglect with fear of intimacy and depressive symptoms. The results also suggested significant
gender differences in fear of intimacy among young adults. Childhood parental emotional abuse and neglect were
significantly predicted fear of intimacy and depressive symptoms. The results, thus, indicate that childhood parental
emotional abuse and neglect play a critical role in the development of fear of intimacy in the context of romantic
relationships and depressive symptoms among young adults. Therefore, it may be argued that maltreatment
occurring during the childhood may have enduring adverse influences on adult psychological health.

Keywords: childhood parental emotional abuse, parental neglect, fear of intimacy, depressive symptoms

Parental emotional abuse and neglect are assumed to have the most
severe impact on early emotional, cognitive, physical, social and
personality development of the individual and have sever negative
and enduring consequences that follow into adulthood (Gupta &
Aggarwal, 2012). These psychological scars caused by emotional
maltreatment, more often than not, leave no visible physical
remnants thereby making emotional maltreatment most difficult to
operationally define as well as identify among all forms of abuse.
Childhood parental emotional abuse refers to those behaviours by
parents that are targeted at the individual before the age of 18 years,
with or without any intent to harm the individual, yet instil in him or
her, a feeling of emotional torture and insecurity, thereby distorting
his or her perceptions of relationships and impairing interpersonal
interactions in later life. Childhood parental neglect refers to the
inadequate fulfilment of the basic multidimensional needs of the
individual as a child (before the age of 18 years) by either or both
parents, thus incapacitating his or her healthy emotional, cognitive,
behavioural and physical development in the long run.
Emotional maltreatment might be in form of spurning, terrorising,
isolating, corrupting or exploiting, denying emotional
responsiveness, neglecting mental health, medication and physical
health. The long-term psychological and behavioural consequences
of childhood emotional maltreatment may be substance abuse,
cognitive impairment, delinquent, violent and other risk-taking
behaviour, depression and anxiety disorders, developmental delays,
eating and sleep disorders, feelings of shame and guilt, hyperactivity,
poor relationships, poor performance in work environment, poor
self-esteem and confidence, post-traumatic stress disorders,
psychosomatic disorders, suicidal behaviour and self-harm
tendencies, insecure adult attachment styles, other longer-term
Correspondence should be sent to Dr. Tushar Singh
Assistant Professor, Department of Psychology
Banaras Hindu University, Varanasi
E-mail: tusharsinghalld@gmail.com
health consequences (Pala, Ünalacak, & Ünlüoğlu, 2011).
Both recent and childhood negative life events are well-known
risk factors for depression in adulthood (Brown & Harris, 1978;
Goodman, & Brand, 2002; Monroe & Hadjiyannakis, 2002).
Childhood maltreatment has been said to be a probable risk factor
for current negative events, thus creating a stage for both depression
and negative events in adulthood. According to, this view, current
negative events act as a means through which negative childhood
maltreatment gets associated with increased levels of depression. It
can be easily speculated that early childhood abuse may lead to
repression and can cause psychological distress (Duncan, 1999).
Another probability is that current negative event can act as a trigger
to strengthen the relationship between childhood abuse and
depression. This view is supported by the research findings that
numerous negative events increase the risk of depression (Brown,
Harris, & Eales, 1996; Brown, Harris, Hepworth, & Robinson, 1994).
In the recent years, researchers have also tried to study the
relationship between childhood emotional maltreatment and its
effect on the intimate relationship in the adulthood. Findings from
such studies suggest that different kinds of maltreatment contribute
to relational difficulties to varying degrees via unique developme-
ntal processes (Wekerle, Wolfe, Hawkins, Pittman, Glickman &
Lovald, 2001; Widom, Schuck, & White, 2006). According to the
emotional adjustment and negative inner working models of the self
(Taussig & Culhane, 2010), ability to maintain a positive coping
strategy tend to get debilitated as a result of the emotional abuse
experienced during childhood in the hands of an attachment
figure. Thus, as the child grows and develops, s/he tends to
become more susceptible towards a dysfunctional interpersonal
makeup that results in a difficulty maintaining peer relationships
(Taussig & Culhane, 2010) resulting in future uncertainties and
hesitancies about intimate relationships. This, thereby, leads to
psychological distress and maladaptive behaviours in adulthood.
There is inadequate information about the nature and extent of
child abuse which makes it difficult for people to maintain good
30 MAJUMDAR ET AL./ CHILDHOOD PARENTAL EMOTIONAL MALTREATMENT
Intimate relationship in adulthood. There are sufficient studies in the
West which suggest that victims of childhood emotional abuse
experience more difficulty and dissatisfaction in their adult intimate
relationships (Dodge Reyome, 2010; Messman-Moore & Coates,
2007), there seems to be a dearth of such studies in India. In a study
by the Ministry of Women and Child Development in India, 88.6% of
the children were found to have been abused by their parents. It was
also found that in 83% of emotional abuse cases, parents were the
abusers. Among Indian children 69% were found to be victims of
physical, emotional or sexual abuse, which implies that two out of
every three children are abused. New Delhi has an over 83% abuse
rate. In cases of child abuse, 89% of the crimes are perpetrated by
family members (National Children's Alliance, 2011). Thus, it
becomes extremely important to address the problem of emotional
abuse in the context of an Indian sample, which is although prevalent
but seldom reported. With this aim of the present study was
conducted to examine the role of childhood parental emotional abuse
and neglect in the development of fear of intimacy and depressive
symptoms among young adults.
Method
Participants
A total of 275 participants (120 male & 155 female) between the age
range 18 and 25 years (mean age=22.17 years) took part in the study.
The minimum educational qualification of the participants was
Higher Secondary, and they were moderately proficient in English.
The participants were either single or involved in a casual or a serious
relationship and belonged to nuclear or joint families. The
participants have lived with either or both parents till 18 years of age
and belong to a middle-income or higher income socio-economic
group. All the participants were of Indian origin.
Instruments
Computer Assisted Maltreatment Inventory (CAMI)-Psychological
Abuse (Pa) Subscale (David et al., 2010): This is a self-report
measure of child maltreatment history (David et al., 2010). It consists
of 5 subscales, namely, physical abuse, sexual abuse, psychological
abuse, neglect and exposure to inter-parental violence. In the present
study, the psychological abuse subscale was used which consists of
24 items (18 positive items & six negative items) and is a
retrospective self-report measure of psychological abuse that
individuals may have experienced by either or both parents before
the age of 18 years. Each item of the scale is rated on a 5-point scale
ranging from 1=Strongly Disagree to 5=Strongly Agree. The CAMI-
PA subscale has a high internal consistency reliability of 0.91 and a
test-retest reliability of 0.84. A significant correlation of 0.79
indicates high criterion validity with Childhood Trauma
Questionnaire (Bernstein & Fink, 1998).
Multidimensional Neglectful Behaviour Scale (MNBS)- form A 20
(Straus, Kinard, & Williams, 1995): The items of the MNBS-Form
Table 1.1: Showing correlations of childhood parental emotional abuse with childhood parental neglect (emotional needs,
cognitive needs, supervision needs, and physical needs), fear of intimacy and depressive symptoms.
Variables Childhood EN
Parental Neglect
Childhood Parental Emotional Abuse .592** .580**
** p < 0.01
A20 (adolescent & adult recall version) focus on four general but
basic development needs of children-Physical needs, Emotional
needs, Supervision needs, and Cognitive needs (Straus et al., 1995).
The scale comprises a total of 20 items, with five items measuring
behaviour indicative of neglect of each of the four dimensions.
Each item is rated on a 4-point scale ranging from 1= Strongly Agree
to 4=Strongly Disagree. 4 items out of 20 items are positive items,
and 16 items are negative items. The MNBS-Form A20 has an alpha
coefficient of reliability of 0.93. Construct validity analyses of the
scale indicate a clear relationship between scores obtained on this
scale and selected variables that are believed to be associated with
neglectful behaviour like parents' education and income.
Fear of Intimacy Scale (FIS: Descutner & Thelen, 1991): The Fear of
Intimacy Scale is a 35 item scale that is based on the idea that intimacy
exists only with the communication of personal information about
which one has strong feelings with high regard for the intimate other.
Each item is rated on a 5-point scale ranging from 1=Not at all
characteristic of me to 5= Extremely characteristic of me. There are 20
positive items and 15 negative items in the scale. The FIS has strong
internal consistency with an alpha coefficient of 0.93. The FIS also has
excellent stability with a one-month test-retest correlation.
Beck Depression Inventory (BDI-II): BDI-II is a 21-question multiple-
choice self-administered, self-report inventory, and is one of the most
widely used psychometric tests for measuring the severity of
depression (Beck, 1996). Each item in BDI-II is in alignment with the
criteria of depression in DSM-V. There is 4-point scale for each item of
BDI-II ranging from 0 to 3. The total scores of the scale range from 0-
63. The standardized cutoffs used are 013: minimal depression; 1419:
mild depression; 2028: moderate depression and 2963: severe
depression. The BDI-II has demonstrated high internal consistency
reliability of α=.91. It has also shown a high one-week test-retest
reliability of 0.93. Criterion-based validity analyses have shown that
the BDI-II is positively correlated with the Hamilton Depression
Rating Scale with a Pearson r of 0.71, thus, showing good agreement.
Procedure
The participants of the study were contacted and informed about the
purpose of the study. After their consent to participate in the study,
detailed instructions were given to them as per the standard
instructions of the questionnaires, and all the questionnaires of the
study including demographic information schedule were presented
to them. On completion of questionnaires, the participants were
debriefed and thanked for participating in the study. After collecting
the data from the sample, the data was assembled for subsequent
statistical analysis as per the objectives of the present study.
Results and discussion
Bivariate correlations were computed to explain the relationship
between the variables of the study. The obtained results are
presented in Table 1.1-1.3.
CN SN PN Fear of Depressive
Intimacy Symptoms
.509** .278** .341** .235** .419**
 Indian Journal of Health and Wellbeing 2017, 8(1), 29-34
The above table shows that the scores of childhood parental
emotional abuse are positively and significantly correlated with the
total scores of childhood parental neglect as well as its four
dimensions, namely, emotional needs or EN (r=0.580, p<0.01),
cognitive needs or CN (r=0.509, p<0.01), supervision needs or SN
(r=0.278, p<0.01) and physical needs or PN (r=0.341, p<0.01). From
the above table, it is also evident that the scores of childhood parental
emotional abuse were also positively and significantly correlated
with the scores of fear of intimacy (r=0.235, p<0.01) and depressive
symptoms (r=0.419, p<0.01).
Very often, parental emotional abuse co-occurs with parental
neglect towards the child and when a child experiences both
emotional abuse as well as neglect, the child's development in all
domains is thoroughly impaired (Glaser, 2002). Most studies have
examined the effects of maltreatment on interpersonal functioning
(Messman-Moore & Coates, 2007; Busby, Walker, & Holman,
2011) within the context of romantic relationships (Hazan &
Shaver, 1987; Feeney & Noller, 1990) and have found a similar
association. Fear of intimacy is known to stem from anxiety that
victims of childhood emotional abuse face when involved in close,
dating relationships. Feeney and Noller (1990) found that
Table 1.2: Showing correlation computed among the childhood parental
neglect and its dimensions with fear of intimacy and depressive symptoms.
Variables
Childhood Parental Neglect
● Emotional Needs
● Cognitive Needs
● Supervision Needs
● Physical Needs
** p < 0.01
The above table shows that the total scores of childhood parental
neglect is positively associated with adult fear of intimacy (r=0.278,
p<0.01) and depressive symptoms (r=0.353, p<0.01). Similarly all the
dimensions of parental neglect including emotional needs, cognitive
needs, supervision needs and physical needs were found to positively
and significantly relate with fear of intimacy and depression symptoms.
Collins and Sroufe (1999) have suggested that emotional
maltreatment in infancy is more detrimental because early
experiences tend to affect the outcome of the behaviour of the present
day by combining with later experience, thus making the individual
more vulnerable to maladaptive reactions in adulthood.
Table 1.3: Showing correlation between depressive symptoms and
fear of intimacy.
Variables Depressive Symptoms
Fear of Intimacy .294**
** p < 0.01
31
individuals who have a history of maltreatment ought to display
more anxiety and avoidance in intimate relationships as compared
to those who do not report a history of maltreatment. Thus, it is
possible that more general interpersonal relationships provide a
less anxiety-provoking atmosphere whereas an intimate
relationship provokes anxiety in the victim of childhood
maltreatment and makes him/her feel more vulnerable and
thereby, fearful of communicating and responding to emotions.
By interfering with the development and functioning of the
attachment system, early maltreatment by parents impairs
interpersonal functioning, which contribute to poor functioning in
romantic relationships and marital dissatisfaction (Carbone, 2010;
Davis, Petretic-Jackson, & Ting, 2001; DiLillo, Giuffre, Tremblay,
& Peterson, 2001; Bornstein et al., 2007).
The relationship between childhood emotional abuse and
depression has been increasingly studied in recent years, and
results from this line of studies indicate that there is a strong link
between the two. Bifulco, Moran, Baines, Bunn, and Stanford
(2002) found that emotional abuse and various other abuses in
childhood lead to severe depression and suicidal tendencies in
adulthood.
Fear of Intimacy Depressive Symptoms
.278** .353**
.232** .311**
.158** .234**
.232** .250**
.227** .265**
Table 1.3 indicates a positive association between depression and
adult fear of intimacy (r=0.294, p<0.01).
In a study by Reis and Grenyer (2004) it was found that fearful
attachment was associated with self-reported depression severity for
females with depression. Insecure and fearful attachment styles
contribute to various forms of maladaptive behaviours leading to
increased vulnerability to depression (Murphy & Bates, 1997). The
intimate and romantic relationships of depressed individuals tend to
be distressed and disturbed as supported by previous research
findings (Roberts, Gotlib, & Kassel, 1996; Carnelley, Pietromo-
naco, & Jaffe , 1994).
To explore the significance of childhood parental emotional
abuse in explaining the variance of fear of intimacy, a simple
regression was conducted taking childhood parental emotional
abuse and fear of intimacy as a criterion. The result has been
presented in Table 2.1.
32 MAJUMDAR ET AL./ CHILDHOOD PARENTAL EMOTIONAL MALTREATMENT

Table 2.1: Showing the results of simple regression taking childhood parental emotional abuse as the predictor and fear of
intimacy as the criterion.
Steps Predictor R R2 R2 Change F Change Sig. of F Change Beta T Sig.
1. Childhood Parental Emotional Abuse .235 .055 .055 16.014 .000 .235 4.002 .000

Table 2.1 shows that childhood parental emotional abuse explains To explore the significance of childhood parental neglect, a
5.5 percent of the total variance of fear of intimacy. It signifies that multiple stepwise regression was conducted taking the four
childhood parental emotional abuse positively predicts the variance dimensions of the said variable as predictors, and Fear of Intimacy as
of fear of intimacy. a criterion. The result has been presented in Table 2.2.

Table 2.2: Showing the results of stepwise multiple regression taking childhood parental neglect as the predictor and fear of
intimacy as the criterion.
Steps Childhood Parental Neglect R R2 R2 Change F Change Sig. of F Change Beta T Sig.
1. Emotional Needs .232 .054 .054 15.530 0.000 .165 2.572 .011
2. Supervision Needs .276 .076 .022 06.548 0.011 .164 2.559 .011

Table 2.2 indicates that out of the four dimensions of childhood
parental neglect, emotional needs emerged as the best predictor for
explaining the variance of fear of intimacy. This dimension of
childhood parental neglect explained 5.4 percent of the total variance
of fear of intimacy. The dimension of supervision needs was the
second best predictor for explaining the total variance of fear of
intimacy (2.2, percent). The other two dimensions of childhood
parental neglect, namely cognitive needs and physical needs were
unable to significantly explain the total variance of fear of intimacy
and were therefore excluded.
The parental neglect of emotional needs and emotional abuse in
childhood may attribute to fear of intimacy in romantic relationships
in adulthood. Experiences of childhood emotional abuse may
contribute to schema related to interpersonal disconnection and
rejection, which have significant long-term impact because they
interfere with the ability of individuals to form secure, fulfilling
relationships with their partners (Messman-Moore &, Coates, 2007).
In order to explore the significance of childhood parental
emotional abuse in explaining the variance of depressive symptoms,
a simple regression was conducted taking childhood parental
emotional abuse and fear of intimacy as criterion. The result has
been presented in Table 2.3.

Table 2.3: Showing the results of regression analysis taking childhood parental emotional abuse as the predictor and
depressive symptoms as the criterion.
Steps Predictor R R2 R2 Change F Change Sig. of F Change Beta T Sig.
1. Childhood Parental Emotional Abuse .419a .176 .176 58.266 .000 .419 7.633 .000

Table 2.3 shows that childhood parental emotional abuse explains To explore the relative significance of childhood parental neglect,
17.6 percent of the total variance of depressive symptoms. It signifies a multiple stepwise regression was conducted taking the four
that childhood parental emotional abuse positively predicts the dimensions of the said variable as predictors, and depressive
variance of depressive symptoms. symptoms as a criterion. The result has been presented in Table 2.4.

Table 2.4: Showing the results of stepwise multiple regression taking childhood parental neglect as the predictor and
depressive symptoms as the criterion.
Steps Childhood Parental Neglect R R2 R2 Change F Change Sig. of F Change Beta T Sig.
1. Emotional Needs .311 .097 .093 29.221 0.000 .243 3.907 .000
2. Physical Needs .346 .120 .023 7.131 0.008 .166 2.670 .008
 Indian Journal of Health and Wellbeing 2017, 8(1), 29-34 33

Table 2.4 indicates that out of the four dimensions of childhood
parental neglect, emotional needs emerged as the best predictor for
explaining the variance of depressive symptoms. This dimension of
childhood parental neglect explained 9.7 percent of the total variance
of depressive symptoms. The dimension of physical needs was the
second best predictor for explaining the total variance of depressive
symptoms (2.3, percent). The other two dimensions of childhood
parental neglect, namely cognitive needs and supervision needs were
unable to significantly explain the total variance of depressive
symptoms and were therefore excluded.
Individuals with a history of childhood emotional abuse tend to
have more negative cognitive styles than do individuals with no
history of maltreatment and are, therefore, at potential risk of
developing depression. Childhood emotional abuse comprising
verbal assaults on self-worth by parents, emotional neglect and
unresponsiveness was hypothesised to specifically increase
vulnerability for depression because the depressogenic cognitions
are directly supplied to the child (Rose & Abramson, 1992).
Supporting this hypothesis, research has consistently found
childhood emotional maltreatment to be a predictor of depressive
symptoms and diagnoses in adults (Bernet & Stein, 1999).
Gender differences in childhood parental emotional
abuse, parental neglect, fear of intimacy and depressive
symptoms
To examine the gender differences on the variables of the study,
namely childhood parental emotional abuse, childhood parental
neglect (emotional needs, cognitive needs, supervision needs &
physical needs), fear of intimacy and depressive symptoms,
independent samples t-test was conducted. The results are presented
in Table 3.1.

Table 3.1: Showing the significance of gender differences on childhood parental emotional abuse,
parental neglect, fear of intimacy and depressive symptoms
Variables Gender T Significance
Male (N=120) Female (N=155)
Mean SD Mean SD
Childhood Parental Emotional Abuse 40.26 12.243 36.73 12.451 2.35 0.02*
Childhood Parental Neglect 41.70 7.041 37.56 5.994 2.72 0.007**
● Emotional needs 9.02 2.741 8.42 2.821 1.94 0.05*
● Cognitive needs 9.03 2.382 8.46 2.288 2.00 0.046*
● Supervision needs 7.55 2.428 6.77 1.639 3.18 0.002**
● Physical needs 6.05 1.544 5.92 1.329 0.77 0.441
Fear of Intimacy 80.51 19.689 72.77 21.105 3.10 0.002**
Depressive Symptoms 12.95 9.682 11.64 9.851 1.10 0.271
*p < 0.05, **p< 0.01

Table 3.1 reveals that significant gender differences exists in
experience of childhood parental emotional abuse, childhood
parental neglect and fear of intimacy. These results show that male
students report significantly higher childhood parental emotional
abuse (M= 40.26, t(273)=2.35, p<0.05) than females (M=36.73).
Similarly, males also report significantly higher childhood parental
neglect (M=41.70, t(273)=2.72, p<0.01) than females (M=37.56).
Table also indicates that male participants also experience
significantly higher neglect of emotional needs (M=9.02,
t(273)=1.94, p<0.05), cognitive needs (M=9.03, t(273)=2.00,
p<0.05) and supervision needs (M=7.55, t(273)=3.18, p<0.01) than
females (M=8.42, M=8.46, M=6.77 respectively). It is also clear
from the above table that male participants also experience
significantly higher levels of fear of intimacy in close dating
relationships (M=80.51, t(273)=3.105, p<0.01) than females
(M=72.77). These results indicate that compared to females, males
are more likely to experience childhood parental emotional abuse
and parental neglect and thus, develop relatively higher levels of fear
of intimacy in adulthood. However, no significant effect of gender is
found on depressive symptoms and childhood parental neglect of
physical needs.
These results are in consonant with findings of the survey
conducted by National Children's Alliance in 2011 according to
which boys reported to face a higher rate of abuse (72%) in India as
compared to 65% of girls who experience abuse.
Conclusion
Considering the results of the study, it can be concluded that
childhood emotional maltreatment has a long-term impact on the
emotional functioning of individuals and its consequences are
carried into adulthood. However, it will be premature to generalize
such conclusions before rigorous multidimensional verification on
larger groups in future. The present study represents an initial step in
exploring the possible consequences of childhood parental
emotional abuse and parental neglect in adulthood and the findings
of the study contribute to the growing body of research and theory
suggesting that there exist certain psychopathological correlates of
childhood emotional maltreatment.
The findings of the present study may also be helpful to predict
the long-term possible outcomes of traumatic childhood
experiences. This study also suggests the protective factors that
might prevent vulnerable individuals from facing chronic
depression and unsuccessful family relations in adulthood.
Psychoeducation for parents may be planned to reduce the risk
34 MAJUMDAR ET AL./ CHILDHOOD PARENTAL EMOTIONAL MALTREATMENT
of future adverse impact of parental emotional abuse and neglect on
children. Similarly, intervention programmes may also be developed
for victim of maltreatment to reduce the distress and impairment
caused by parental abuse and neglect as pointed out in the study. The
nature of the study and the time constraint permitted only the use of
retrospective questionnaires which in future studies maybe
supported by reports from parents, family members and teachers of
the victims. The size of the sample in the present study was relatively
small and hence, limits the scope of the obtained results.
Future research studies should use both quantitative and
qualitative techniques of analysis using longitudinal and
meditational methods of study in order to obtain a stronger and more
conclusive relation of association and prediction. The obtained
results can be useful in developing effective intervention strategies
and spreading awareness about developing empathetic parenting
styles in order to harbour and maintain peace in relationships and
families.
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Indian Journal of Health and Wellbeing © 2017 Indian Association of Health,
2017, 8(1), 35-37 Research and Welfare
http://www.iahrw.com/index.php/home/journal_detail/19#list ISSN-p-2229-5356,e-2321-3698

Learning disability: Needs space in policies

Lata Sati and Deepika Vig
Department of Human Development and Family Studies
College of Home Science, Punjab Agriculture University, Ludhiana, Punjab

Learning disability is a disorder in one or more of the basic psychological processes involved in understanding or in
using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write,
spell, or do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal
brain dysfunction, dyslexia, and developmental aphasia. Learning disability does not include learning problems that
are primarily the result of visual, hearing, or motor disabilities, of mental retardation, of emotional disturbance, or of
environmental, cultural, or economic disadvantage. These children have needs just like any other child and in
addition have a specific need but we do not have systems to deal with these specific needs thus turning them into
disabilities. In government policies this disability has no place, i.e., it is not recognized as disability and hence no
benefits for the sufferers. Learning disability becomes evident when child enters an educational institution which
practices uniform structures of instruction and evaluation but sometimes it is underestimated under the ground that
child is lazy, not interested in studies etc. Parents are not accepting this hard truth and at the same time lack of quality
researches due to lack of support from organization, parents etc. In absence of research the necessary focus which
this disability should get in policy making and intervention are not present. Social acceptance is also lacking. We are
using majority of assessment and recommendations given by foreign researches. How much they are suitable in
Indian context is of great question.

Keywords: learning disability, policy, parents denial

Every child is very precious to family as well as society. To develop
their full capacities they need to be carefully and lovingly nurtured.
There are some children who are exception to this as they have
special needs, for whom the nature and intensity of required care is
even more significant. Traditionally, these children were kept
secluded, shut behind the walls of home and hence invisible in
society. Attitude of parents was also very harsh as they would either
neglect them or else stifle their potential through well-meaning
overprotection. No two individuals are alike in this world. The
individuals not only differ from one another but even the same
individual differs from one ability to another within his own self.
Learning disability is one of the best examples of this (Karanth &
Rozario, 2014). The term 'Learning Disabilities (LD)' is a relatively
new one. It was first used by Samuel Kirk of Chicago, USA in 1963.
Child perform well in one area, such as reading, but poorly in others,
such as maths and hand-writing. Or perhaps the child does well with
written examination but is not able to express ideas verbally. In spite
of having average or above average intelligence many children
perform poorly in academics. Some of these children excel in many
areas other than the problem area. Others are merely slow in
acquiring school related skills (Kirk, 1963).
Learning disability is a disorder in one or more of the basic
psychological processes involved in understanding or in using
language, spoken or written, that may manifest itself in the imperfect
ability to listen, think, speak, read, write, spell, or do mathematical
calculations, including conditions such as perceptual disabilities,
brain injury, minimal brain dysfunction, dyslexia, and
developmental aphasia. Learning disability does not include learning
Correspondence should be sent to Lata Sati
Department of Human Development and Family Studies,
College of Home Science, PAU, Ludhiana
E-mail: latasati90@gmail.com
problems that are primarily the result of visual, hearing, or motor
disabilities, of mental retardation, of emotional disturbance, or of
environmental, cultural, or economic disadvantage (Idea, 2004). A
learning disability (LD) is a neurological disorder that affects the
brain's ability to receive, process, store, and respond to information
(Clauss, 2010).
Learning disabilities vary from child to child. One child with LD
may not have the same kind of learning problems as another child
with LD.
In India, children with learning disability are considered as
burden to the education system. With the trend of competitive exams
and large job opportunities for highly talented and professionally
qualified people, the stress on children with learning disability is
increasing. LD is a hidden handicap that affects academic
achievement, vocational career and social life (David &
Balakrishnan, 2010).
For learning disability no definition is accepted officially in India.
Learning disability can affect one's ability to read, write, speak,
spell, compute math, reason and also affect an individual's attention,
memory, coordination, social skills and emotional maturity.
Learning disability becomes evident when child enters an
educational institution which practices uniform structures of
instruction and evaluation i.e. middle childhood. When a child's
academic performance or behavior is not up to the mark it becomes a
cause of concern for parents and professionals. They spend a great
deal of time and energy in helping the child so that they can improve
upon the two areas. Unfortunately, LD is often confused with ADHD
and is frequently mistaken as laziness or associated with disorders of
emotion and behavior. Parents are not accepting this hard truth.
“Parents believe that their child is like other children and doing
others tasks normally. If they are lacking in schools then may be
school is not dealing with them properly”.