Associated behaviour and emotional problems (Co-morbidity) in children with all types of learning problems and co-morbid emotional and behaviour disorders can make it difficult to handle them in regular class with large number of students in our current school system. These children need active intervention for behaviour and emotional issues along with remedial education.

Few schools have facilities for helping these children in school, and the problems remain unidentified for long time and child goes on with poor performance and failures, which leads to low self esteem and sense of failure. Thus another option for such children is exclusive placement for intensive remediation to enhance child’s educational competence to the expected level for class.

An increasing number of children are being brought to our clinic for problems of scholastic underachievement and associated emotional behaviour disorders. We provide systematic, sequential and intensive remediation for these children.

Education of children with LD is complex and multifaceted. Mainstream education is the ideal proposal for children with learning disabilities, if the child is provided with facility for remediation of child’s difficult areas along with regular school activities and age appropriate peer interaction required for its development. Mainstream requires proper arrangements between specialist teacher and class or subject teacher. But very few schools provide required facilities for children with LD in our country. Thus help for students with learning disability is limited in mainstream.

In addition, children with moderate to severe degree of disability cannot cope up with traditional classroom teaching. Those students who have difference of 2 years or more between expected and actual level of achievement also find it difficult to cope with regular class level. Special education has to maintain its separate identity for children with severe problems who cannot cope with regular class.

Another option is exclusive placement for intensive remediation to enhance child’s educational competence to the expected level for class. Associated behaviour and emotional problems in these children (Some 30-50% of children with dyslexia have comorbid ADHD and vice versa (Stordy et al 2000), that can make it difficult to handle them in regular class with large number of students in our current school system. These children need active intervention for behaviour and emotional issues also.

Remediation is often needed for long term and is slow, so puts pressure on the system and time constraints may retard the progress of child with these disorders.