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University of Agricultural Sciences, Bengaluru

University of Agricultural Sciences Bangalore, a premier institution of agricultural education and research in the country, began as a small agricultural research farm in 1899 on 30 acres of land donated by Her Excellency Maharani Kempa Nanjammanni Vani Vilasa Sannidhiyavaru, the Regent of Mysore and appointed Dr. Lehmann, German Scientist to initiate research on soil crop response with a Laboratory in the Directorate of Agriculture. Later under the initiative of the Dewan of Mysore Sir M. Vishweshwaraiah, the Mysore Agriculture Residential School was established in 1913 at Hebbal which offered Licentiate in Agriculture and later offered a diploma programme in agriculture during 1920. The School was upgraded to Agriculture Collegein 1946 which offered four year degree programs in Agriculture. The Government of Mysore headed by Sri. S. Nijalingappa, the then Chief Minister, established the University of Agricultural Sciences on the pattern of Land Grant College system of USA and the University of Agricultural Sciences Act No. 22 was passed in Legislative Assembly in 1963. Dr. Zakir Hussain, the Vice President of India inaugurated the University on 21st August 1964.

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Subject: Human Development and Family Studies × Author: hEENA AFREEN M. DILSHAD × Start date: 2006 ×
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    ThesisItemOpen Access
    PREVALENCE OF LEARNING OIFFICOLTIES / DISARILITY AMONG PRIMARY SCHOOL CHILOREN: EFFECT ON EMOTIONAL PRORLEMS ANO ACADEMIC ACHIEVEMENT
    (University of Agricultural Sciences GKVK, Banglore, 31-08-07) hEENA AFREEN M. DILSHAD; PUSHPA KHADI
    An exploratory study on prevalence of learning difficulties/disability among primaiy school children and its effect on emotional problems and academic achievement was carried out in Dharwad city during the year 2004-06. A sample of 198 children (110 with learning difficulties and 88 without learning difficulties) was drawn from 3 selected English medium schools studying in and 4^^ standards. A writing test was administered to know the learning difficulties/disability. Emotional problems were assessed through teachers' ratings using emotional problem scale developed by Prout and Strohmer (1985) and two semesters grades were obtained from school records to know the academic achievement of selected children. Results revealed that prevalence was found to an extent of 21 per cent, among which 17 per cent of children had learning difficulties and 4 per cent had learning disability. The learning disabilities was found in writing errors such as substitutions, reversals, omissions, other than punctuation errors and wrong capitals etc. Boys had 2-4 times more learning difficulties / disability than girls. The learning difficulties were due to factors such as change in medium of instruction and number of hours spent by parents for coaching at home. Children with learning difficulties/disability had 2-4 times more emotional problems viz., thought disorder, verbal aggression, physical aggression distractibility, somatic concerns, non-compliance, withdrawal, depression, low self-esteem and hyperactivity than their peers in the other group and were low in academic achievement. Girls performed better than boys irrespective of their difficulties and boys with learning difficulties/disability had relatively low academic achievement indicating learning difficulties as one of the important cause of failure in school. A high prevalence of learning difficulties/disability is an alarming condition that needs attention and early intervention.