ABSTRACT
The role of psychotherapists is crucial in early identification of learning disabilities. However, knowledge awareness regarding learning disabilities and practice for its identification among practitioners is not well established and there are less valid tools to detect learning disabilities effectively. Although the questionnaires are an integral part of the research methodology, most of the time the research hypothesis related to our concern does not have a preset, standard questionnaire scheme or items to consider for our research work. We generally use self-made questionnaires for the research process; however, the reliability and validity of such questions has to be confirmed before considering it as a research method. Reliable and valid measures of learning disabilities, delivering learner-specific content, and its effect on the learners (with or without disabilities) are important to investigate for early identification of these disabilities. Therefore, a developed questionnaire framework was adapted and its reliability and validity were determined. The prime objective of the study is to analyze pretest reliability and validity of the developed questionnaire for learning difficulties identification, delivering learner-specific content, and correlational analysis on features of learning-disabled and non-learning-disabled children. This study could aid special educators, parents, psychologists, and teachers in identifying the problematic skills of their children. Ninety-four learners participated in this work to assess the efficacy of the developed survey questionnaires. Of 94 learners (with or without disabilities), with an average age of 10.9 years, 36.8% were male and 63.2% were female. Furthermore, this study discussed the integration of the constructed questionnaire framework into an intelligent tutoring system (ITS) for identifying learning disabilities.
