Sponsor towards ongoing Research

Orkids has been in the field of education for over 15 years now. Over the years we have steadily enhanced our professional services. Research forms the basis of future development.

2016
Dr Geet Oberoi was offered the Visiting Scholar Program at Harvard Graduate School for Education. This prestigious program is by invitation only. As a research scholar Geet collaborated with Prof Catherine Snow, Henry Lee Shattuck Professor of Education at Harvard Graduate School of Education. This research is on language acquisition and is geared to highlight the importance of native language in learning the 2nd language (Hindi and English) and has been extended to become a longitudinal study on the recommendation of Prof Snow. The research will give native language the much‐needed documented proof of how the teaching of native language facilitates learning of English. A much needed realization especially for our schools working at grass root levels.

2014
As part of the Neuroscience program of the Department of Science & Technology, Government of India, the National Brain & Research Centre developed a screening tool has been developed for school teachers to help screen children with Learning disabilities ‐ DALI (Dyslexia Assessment for Languages of India) Development & Validation of screening tool to screen learning disabilities [Teacher administered screening tool]. Orkids was appointed as co‐ investigators in the nationwide project.

2011
Orkids research initiative started with Language Development Study in collaboration with Language & Cognition, Dept. of Psychology, University of Connecticut, Haskins Laboratories, CT, USA and has gained momentum in the last couple of years.
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Orkids, today seeks active participation in new areas of Research in Learning Disabilities.

For the Indian sub-continent and Asia region, the following are our focus areas:
1. Research on Native Language
2. Remediation
3. Assessment Tools
4. Intelligence Testing Tools

Internationally;
The following are our focus areas:
1. Native Language
2. 2nd Language
3. Efficacy of Indian Tools

The Current International Scenario

Within the last two decades, evidence from many laboratories has converged to indicate the cognitive basis for dyslexia: Dyslexia is a disorder within the language system and, more specifically, within a particular subcomponent of that system, phonological processing.
Source: http://dyslexia.yale.edu/current_directions_in_psych_science_2006.pdf

In sum, cross-cultural work suggests universality in the neurobiological and neurocognitive underpinnings of dyslexia. However, there is cross-cultural specificity in the manifestation of those underpinnings, with the same biological liability being more likely to cause significant impairment in some languages than in others.
Source: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3465717/

But do we really need to label dyslexics to teach them?
The short answer is yes. Scientific research has also established that dyslexia is a lifelong condition. The challenges associated with dyslexia morph as students progress through school, but dyslexia cannot be “instructed away.” Since dyslexia is a mechanical disability, not an intellectual one, the focus on the acquisition of mechanical skills (like decoding, handwriting, spelling, and math facts) in the early grades can make school particularly challenging and stressful.
Source: http://www.edweek.org/tm/articles/2016/12/12/stop-the-dyslexia-debate.html
References: http://www.ncsall.net/index.html@id=278.html

Spending our time questioning dyslexia’s legitimacy only hurts the children who are impacted by the condition. Instead of debating the existence of dyslexia, let’s explore how we can most effectively put those elements to use to combat its effects in every classroom.
Source: http://www.edweek.org/tm/articles/2016/12/12/stop-the-dyslexia-debate.html
International Current views and Analytics/ Reads
References: http://www.wrightslaw.com/info/read.rr.ltr.experts.htm

 

The Indian Scenario
‎DALI – Dyslexia Assessments for Languages of India

DALI is the first screening and assessment tool for dyslexia in regional languages. DALI is a package that contains screening tools for school teachers and assessment tools for psychologists in four Indian Languages to identify dyslexia. DALI was developed at the National Brain Research Centre under the leadership of (Principal Investigator) Prof Nandini Chatterjee Singh and her team under the aegis of a project supported by the Department of Science and Technology, Government of India.
DALI was developed in Hindi, Marathi, Kannada and English and consists of validated and standardized screening tools for school teachers to early screen children a risk for dyslexia and culturally valid assessment tools for psychologists to identify reading-related problems among children.
The standardization and validation of DALI was carried out across schools at five centres (4840 children from classes 1-5),Orkids Centre for Learning Disabilities (Co-Investigator,Geet Oberoi),Delhi, Centre of Behavioural and Cognitive Sciences (Co-Investigator,Bhoomika Rastogi Kar), University of Allahabad, Allahabad, Maharshtra Dyslexia Association (Co-Investigator, Kate Currawala), Mumbai, Dr.Shanta Vaidya Memoria lFoundation (Co-Investigator, Kshipra Vaidya), Pune, and All India Institute of Speech and Hearing (Co-Investigator, Prema Rao), Mysore. This is the largest such project to have been undertaken in India and was funded by the Cognitive Science Initiative of the Department of Science and Technology, Government of India.

The Hon’ble Minister for Science & Technology and Earth Sciences, Dr. Harsh Vardhan released DALI (Dyslexia Assessment for Languages of India) on 15th October 2015 at 4;00 pm at Anusandhan Bhawan, New Delhi.

Our Past Publications & Research

  • Confluence – Model Inclusive Schools, Sarva Shikha Abhiyan, July 2015, Vol. 17
  • Giving Children with Learning Disabilities Equal Opportunity in Schools through ICT, Confluence – ICT and Children with Special Needs, Sarva Shiksha Abhiyan (Dec 2014, Vol. 16)
  • Effectiveness of Remediation in Learning Disabilities, International journal of Disability Studies, Special Education and Rehabilitation (Oct 2014, Vol 1.1)
  • Learning Disabilities – Management in Schools, Confluence – Inclusive Schools, Sarva Shiksha Abhiyan (Aug 2013, Vol. 14)
  • Understanding Education – Demystifying Learning Disabilities, The Voice of Fod – India’s first magazine on Disability (Apr-June 2010)

Based on the above scenario, Orkids has spearheaded in the past path breaking Research from the Indian Sub-continent. Our findings only lead us Research further.
With an ideal sample size of 1000-5000 candidates. The Research would go a long way in assessing and determining the findings from such studies. Enabling us to develop and deploy strategies for Children with such Learning Disabilities.
We seek grants from Donors committed to our Mission and Causes. Our guesstimates of $100,000- $500,000 in each of our focus areas and additionally, funding for Programs reaching out to Children with Disabilities in the Schools for the underprivileged. We do solicit your patronage.

Orkids Foundation is a legally registered organization under The Societies Registrations Act 1860, Government of India. It is registered under section 80G of the Income Tax Act 1961 vide number DEL – OE26316 – 18092015/ 6835 & 12A (a) of the Income Tax Act 1961 vide number DEL-OR24662 – 18092015/ 5059 with PAN no – AAAAO2054M.
Orkids’ FCRA compliance is under process.

If you wish to support our Research programs – either individually or through CSR, kindly write to us. If you have any queries please feel free to contact us.

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