Impact of Student Support Services on Learning Outcomes of Learners with Specific Learning Disabilities in Delhi Schools: A Descriptive Survey Study

Abstract

This study examined how student support services affect academic achievement and social-emotional well-being of learners with specific learning disabilities in Delhi schools. Despite mandates from the Rights of Persons with Disabilities Act 2016 and National Education Policy 2020, evidence on service effectiveness remains limited. Using a descriptive survey design, the research tracked 235 diagnosed students from Grades 4-8 across 36 government and private schools over six months. Researchers measured reading, writing, mathematics scores, and well-being indicators at baseline and after intervention, while conducting interviews with educators and parents. Results showed that students receiving combined remedial tutoring and assistive technology performed significantly better in mathematics and reported higher self-efficacy. Integrated service bundles produced larger improvements than single interventions. However, implementation faced challenges including insufficient teacher training, limited technology access in government schools, and inconsistent family engagement. These findings help schools prioritize effective service combinations, inform teacher training programs, and guide resource allocation aligned with national education policy goals. This is the first Indian study linking achievement data, well-being measures, and service records to demonstrate integrated support benefits.