THIS FINAL DRAFT IS SUBMITTED IN FULFILMENT OF THE PROJECT OF SOCIOLOGY OF

LAW

Submitted To : Submitted By :
DR. Amit Jain Ankita Kumari (2716)
Professor of Sociology B.A. LL.B (Hons.) 2 nd
semester

CHANAKYA NATIONAL LAW UNIVERSITY, PATNA

February, 2022

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 TABLE OF CONTENTS
S.N.NO. TOPIC PAGE.NO
1 Acknowledgement 3
2 Declaration 4
3 Introduction 5
4 Research Methodology
I. Aims and Objectives
II. Research Questions
III. Sources of data
IV. Limitation of the study
5 Project Chapters
5.1. Understanding section 10 of Indian Contract Act
5.1.1 Meaning of the term “Agreement”
5.1.2 Types of Agreements
5.1.3 Competency of the parties
5.2 Reasons for Void Agreements
5.2.1 Coercion
5.2.2 Fraud
5.2.3 Mistake
5.2.4 Misrepresentation
5.2.5 Undue Influence
5.3 Analysis of case laws
5.4 Consequences of Void Agreement
5.4.1 Legal effect
5.4.2 Rights and liabilities of parties
6 Conclusion and Bibliography

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 ACKNOWLEDGEMENT
I take this opportunity to express my profound gratitude and deep regards to my guide Dr. Amit Jain for his
exemplary guidance, monitoring and constant encouragement throughout the course of this project. The
blessing, help and guidance given by her from time to time shall carry the researcher a long way in the journey
of life on which the researcher is about to embark. The success and final outcome of this project required a lot
of guidance and assistance from many people and I am extremely privileged to have got this all along the
completion of this project. Last, but not the least, I am thankful to all the members of my family, friends and
teachers without whose assistance and encouragements I could not have been able to complete my thesis.
Sincere Thanks,
Ankita Kumari

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 DECLARATION

I, Ankita Kumari, hereby declare that the work reported in B.A. LL. B (Hons.) Project report titled “Childhood
learning disabilities and mental health problem in adulthood: a sociological view” submitted at Chanakya
National Law University, Patna is an authentic record of my work carried out under the supervision of Dr.Amit
Jain. I have not submitted this work elsewhere and I am fully responsible for the contents of my project report.

ANKITA KUMARI (2716)

B.A. LLB. (Hons.)

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 INTRODUCTION
The United Nations Economic and Social Council (ECOSOC) was created in 1945 as one of the six main
organs of the United Nations. Its main purpose is to coordinate the economic, social, and related work of 14 UN
specialized agencies, functional commissions, and five regional commissions. ECOSOC plays a central role in
promoting international economic and social cooperation and development. It serves as a forum for member
states to discuss and develop policies on a wide range of issues, including poverty reduction, sustainable
development, and the promotion of international trade. It also provides a platform for civil society organizations
to engage with the UN and member states on these issues. ECOSOC has 54 members, which are elected for a
three-year term by the General Assembly. The Council meets at least once a year, in a high-level segment, to
discuss and review progress on the implementation of the sustainable development goals (SDGs).ECOSOC also
has several subsidiary bodies, such as the Commission on Population and Development and the Commission for
Social Development, that deal with specific topics. Some of the contributions of the ECOSOC are to help the
UN to coordinate the work of its specialized agencies and functional commissions, promote international
economic and social cooperation and development, provide a forum for member states to discuss and
developpolicies on a wide range of issues, and provide a platform for civil society organizations to engage with
the UN and member states. The Economic and Social Council is at the heart of the United Nations system to
advance the three dimensions of sustainable development – economic, social and environmental. It is the central
platform for fostering debate and innovative thinking, forging consensus on ways forward, and coordinating
efforts to achieve internationally agreed goals. It is also responsible for the follow-up to major UN conferences
and summits. ECOSOC links a diverse family of subsidiary bodies and UN entities (Organigram) dedicated to
sustainable development, providing overall guidance and coordination. These include regional economic and
social commissions, functional commissions facilitating intergovernmental discussions of major global issues,
expert bodies establishing important global normative frameworks, and specialized agencies, programmes and
funds at work around the world to translate development commitments into real changes in people’s lives. Each
year, ECOSOC structures its work around an annual theme of global importance to sustainable development.
This ensures focused attention, among ECOSOC’s array of partners, and throughout the UN development
system. By emphasizing combined economic, social and environmental concerns, ECOSOC encourages
agreement on coherent policies and actions that make fundamental links across all three.

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AIMS AND OBJECTIVES :
I. The researcher strives to provide this project with a comprehensive research on the
topic.
II. The researcher intends to present historic, prospective aspects of the said topic.
III. The researcher proposes to concisely examine role of ECOSOC in economic management
in the world.
HYPOTHESIS:
ECOSOC is responsible for promoting higher standards of living, full employment, and economic
and social progress; identifying solutions to international economic, social and health problems;
facilitating international cultural and educational cooperation.
RESEARCH QUESTIONS:
a) Why was ECOSOC created as a organ of united nations?
b) What role does ECOSOC plays in international economic?
c) What are the major decision taken which impacted the world?
d) What are the powers and limitations of ECOSOC?
e) What the amendments needed to give more place to ECOSOC?
SOURCES OF DATA
The researcher will use secondary sources for collecting the data and facts in order to complete the research. It
will include the followings:
 Video sources and written sources
METHOD OF WRITING
The researcher will be relying on Analytical and Descriptive Research which will include fact findings or going
through various information already available in public domain and analyse to make a critical evaluation of the
aforemost topic in this project. The researcher will go for library research to study the historical records of the
topic, to refer the books, documents. These will involve secondary source of literature and insights as well.
MODE OF CITATION
The researcher had adhered to Blue Book (20thEdition) in this project.
REVIEW OF LITERATURE:
BOOKS
 REINVENTING THE UNITED NATIONS, By AMIT K. BANERJEE, MURARI R. SHARMA ,
2007 this book tells us about how UN came into existence and about specific work
of each organs. It was Established after World War II, the United Nations strives to

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save successive generations from the scourge of war. This vital world body has
undoubtedly succeeded in resolving many conflicts through its political and
peacekeeping missions, and nurtured peace through its development support,
though not always with the efficiency and effectiveness expected of it.
 The Oxford Handbook on the United Nations, Sam Daws, Thomas G. Weiss, OUP
Oxford, 2018, This Handbook provides in one volume an authoritative and
independent treatment of the UN's seventy-year history, written by an
international cast of more than 50 distinguished scholars, analysts, and
practitioners. It provides a clear and penetrating examination of the UN's
development since 1945 and the challenges and opportunities now facing the
organization. It assesses the implications for the UN of rapid changes in the world
- from technological innovation to shifting foreign policy priorities - and the UN's
future place in a changing multilateral landscape
ARTICLES
 https://research.un.org/en/docs/ecosoc, Last visited on 1.02.2023.
 https://csonet.org/?menu=123, last visited on 1.02.2023.
LIMITATION OF STUDY:
Since the researcher is student of law, he has very less time to analyse something of this vast stature. The topic
being very specific has made it difficult to study the nuances and subtleties of the topic. However, the
Researcher has tried his best to analyse and study the topic.
LEARNING DISABILITIES AND ITS VARIOUS TYPES
Learning fundamental skills like reading, writing,and/or math may be hindered by these processing issues.
Processing issues based on the nervous system cause learning disabilities. Learning fundamental skills like
reading, writing, and/or math may be hindered by these processing issues. They may also impair higher order
abilities like planning ahead, organising one's time, using abstract reasoning, having good long or short term
memory, and paying attention. It's critical to understand how learning disabilities can affect a person's life
outside of the classroom and have an impact on interactions with friends, family, and coworkers.
These kids represent a diverse group of people with potential difficulties in a variety of domains. For instance,
one child with a learning disability might have serious reading issues, whereas another might not have any
reading issues at all but still struggle mightily with written expression. Additionally, learning disabilities can
range from mild to severe. Students' coping mechanisms vary as well. Bowe (2005) states that while some
people manage their LD so well that they 'pass' as not having a disability, others struggle their entire lives to
carry out even the most basic tasks. LD always starts in childhood and is a lifelong condition despite these
variations.1

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chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://www.naset.org/fileadmin/user_upload/LD_Report/
Issue__3_LD_Report_Characteristic_of_LD.pdf
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Examining Oral Reading Errors. A miscue is a common term for an oral reading error. A mistake is when the
content of a page differs from what the reader claims is there. Differences between what the reader says and
what is printed on the page are not the result of random errors, claim Vacca, Vacca, and Grove (1986). Instead,
the reader's thought and language, which are used to piece together what the author is saying, "cue" these
differences. Mistake analysis comes in two flavours. The quantity of reading errors committed by the student is
measured using quantitative errors analysis. With qualitative errors analysis, the quality of the error is
prioritised over the
Reading Comprehension Deficits Students with learning disabilities often have difficulties with reading
comprehension (Gersten, Williams, Fuchs, & Baker, 1998). These children often lack the skills required for
understanding text and have poor word-analysis skills (Hunt & Marshall, 2005). Reading comprehension refers
to a student’s ability to understand what he or she is reading. Some students with reading comprehension
difficulties are able to read a passage so fluently that you might assume they were highly proficient readers.
However, when they are asked questions about what they have read, they have little or no understanding of the
words. Students with this problem sometimes are referred to as word callers 2 Dyslexia (also known as reading
disability) a specific learning disability that affects reading and related language-based processing skills is the
most common learning disability accounting for at least 80 per cent of all LDs. It can affect reading fluency;
decoding, reading comprehension, recall, writing, spelling, and sometimes speech and can exist along with
other related disorders. However, the severity can differ in each individual and dyslexia sometimes is referred to
as a Language-Based Learning Disability.

The word “dyslexia” is of Greek origin, meaning “impaired”. Lyon et.al (2003) defined dyslexia as a SLD that
is neurobiological in origin and characterized by difficulties with inaccurate word recognition and poor spelling
and decoding abilities. These difficulties typically result from a deficit in the phonological component of
language”
Dyscalculia
Learning disabilities in math vary greatly depending on the child's other strengths and weaknesses. A child's
ability to do math will be affected differently by a language learning disability, a visual disorder, or a difficulty
with sequencing, memory, or organization.A child with a math-based learning disorder may struggle with
memorization and organization of numbers, operation signs, and number “facts” (like 5+5=10 or 5×5=25).
Children with math learning disorders might also have trouble with counting principles (such as counting by
twos or counting by fives) or have difficulty telling time.
Dysgraphia
Dysgraphia is a specific learning disability diagnosed in childhood that affects a person’s handwriting ability
and fine motor skills. It is characterized by poor writing skills that are significantly below for the child’s age,
intelligence, and education, and cause problems with the child’s academic success or other important areas of
life. Dysgraphia is also sometimes referred as spelling disorder and spelling dyslexia. Problems may include
illegible handwriting, inconsistent spacing, and poor spatial.planning on paper, poor spelling, and errors in
grammar, punctuation, and poor handwriting. The children find difficulty composing writing as well as thinking
and writing at the same time. This is linked to problems with visual-motor integration or fine motor
skills.Writing skills include both transcription and composition (text generation). Neuropsychological factors
like difficulties in any one area
Auditory processing disorder (APD)
2
https://www.additudemag.com/slideshows/types-of-learning-disabilities-overview/
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APD is a deficit in neural processing of auditory stimuli that is not due to higher order language, cognitive or
hearing loss and yet it is associated with difficulties in learning disorder . 3It is not a problem with understanding
meaning but it means the brain of the affected child does not “hear” sounds in the usual way. It’s also known as
Central Auditory Processing Disorder, and it’s a disorder that makes it difficult for sound to pass freely through
the ear and be processed or interpreted by the brain. Even when the sounds are loud and clear enough to be
heard, people with APD are unable to distinguish minor variations between sounds in words. They may be
unable to filter distinct noises or mistake the order of sounds. In APD, the brain misinterprets the information
received and processed from the ear. PD can affect the way the child speaks as well as their ability to read,
write, and spell. Affected children may drop the ends of words or mix up similar sounds and may find hard to
talk with other people. They may not be able to process what others are saying and cannot come up with a
response quickly. The child may find it hard to,Understand speech in the presence of competing background
noise or in resonating acoustic environments, Inability to localize the source of a signal, Issues with hearing on
the phone, Inconsistent or inappropriate responses to requests for information, Difficulty following rapid
speech ,Frequent requests for repetition and/or rephrasing of information ,Unable to follow directions
Visual motor and perceptual deficits
Individuals with visual perceptual/visual motor deficits have poor eye-hand coordination, lose their position
frequently when reading, and struggle using pencils, crayons, glue, scissors, and other fine motor skills. When
reading or completing tasks, they may also confuse similar-looking letters, have difficulty navigating their
surroundings, or display atypical eye activity [8]. It impairs a person’s ability to grasp information that they see,
as well as their ability to draw or copy and understand information collected by visual means. Due to faults in
the way a person’s eyes move, sensory data gained through sight may be affected. These children’s visual
impairments limit reading comprehension skills, cause a short attention span, and make it difficult to draw or
copy information.

PROBLEMS RELATED TO CHILDHOOD LEARNING DISABILITIES AND DIFFERENT COPING

MECHANISM OF DIFFERENT SOCIAL GROUPS
Social Challenges : Children with learning disorders may also have social challenges, such as difficulty making
friends, understanding social cues, or following rules in group settings.
Low self-esteem: Children with learning disorders may struggle academically and socially, which can lead to
feelings of frustration, low self-esteem, and anxiety.
Behavioral problems: Children with learning disorders may also exhibit behavioral problems, such as
impulsivity, hyperactivity, or aggression.
Difficulty making friends: Children with learning disorders may struggle to make friends, as they may find it
difficult to initiate and maintain conversations, or may not understand social cues.
Poor social skills: Children with learning disorders may struggle with social skills such as sharing, taking turns,
and cooperating with others.
Being perceived as "different": Children with learning disorders may be perceived as different by their peers,
which can lead to social isolation and bullying.
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https://www.intechopen.com/chapters/79619
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Misunderstanding social norms: Children with learning disorders may have difficulty understanding social
norms, which can lead to inappropriate behavior in social situations.
Anxiety in social situations: Children with learning disorders may experience anxiety in social situations, which
can make it difficult for them to participate in group activities or engage with peers.
Difficulty with teamwork: Children with learning disorders may struggle with teamwork, as they may have
difficulty following directions or understanding their role in a group.
It's important to note that social challenges can vary depending on the type of learning disorder a child has and
their individual strengths and weaknesses. However, with proper support and intervention, children with
learning disorders can learn to develop social skills and overcome these challenges. Every child with a learning
disorder is unique, and the specific problems they face will depend on their individual strengths and
weaknesses. With proper support and intervention, however, children with learning disorders can learn to
overcome these challenges and succeed in school and in life.4
Families: Families play a critical role in supporting children with learning disabilities. In some cultures, families
may view disability as a stigma or a sign of weakness, while in others, they may see it as a natural part of
human diversity. Families may cope by seeking out information, support, and resources, advocating for their
child's needs, and working with educators to develop individualized plans for their child's education.
Schools: Schools have a legal obligation to provide accommodations and support to students with learning
disabilities. In some schools, students may receive individualized instruction, accommodations such as extra
time on exams, or specialized instruction from special education teachers. In other schools, students with
learning disabilities may be integrated into mainstream classrooms with support from classroom teachers.
Communities: Communities may play a role in supporting individuals with learning disabilities by providing
social opportunities, access to resources, and advocacy for their needs. In some communities, support groups or
advocacy organizations may be available for families and individuals with learning disabilities.
Society: Societal attitudes towards disability can impact the experiences of individuals with learning disabilities.
In some societies, disability may be stigmatized or marginalized, while in others, disability may be celebrated as
a form of diversity. Advocacy efforts and awareness campaigns can help to shift societal attitudes towards
disability and promote inclusion.
Individuals from higher socioeconomic backgrounds may have greater access to resources and support for
learning disabilities compared to those from lower socioeconomic backgrounds. This is because families with
higher incomes may have greater financial resources to pay for private evaluations, therapy, tutoring, and other
support services for their children.
However, it's important to note that not all families with higher incomes are able or willing to provide support
for their children with learning disabilities, and many families from lower socioeconomic backgrounds are also
dedicated to supporting their children's educational needs.
Moreover, schools are required by law to provide services and support for students with learning disabilities,
regardless of their socioeconomic status. In the United States, the Individuals with Disabilities Education Act
(IDEA) requires schools to provide special education and related services to eligible students with disabilities,
and schools must evaluate students to determine their eligibility for services.
It's important to note that coping strategies can vary widely depending on individual circumstances and that
individuals with learning disabilities may face barriers in accessing resources or support. However, with the
4
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2838717/
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right support and resources, individuals with learning disabilities can thrive and achieve their full potential.
Gender‐class interface in relation to women’s caring roles. the ways in which class ‐related capital and habitus
affect their life experiences and their interactions with educational and other professionals. The data are
particularly in surrounding education, while simultaneously providing subtle, rich pictures of their socio‐
economic contexts.5
While there may be some disparities in access to resources and support for learning disabilities based on
socioeconomic status, schools are required to provide support for all eligible students, regardless of their
family's income level. It is also important to note that access to resources and support for learning disabilities is
influenced by a variety of factors, such as cultural attitudes towards disability, geographic location, and the
availability of specialized services.

BIBLIOGR

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https://www.researchgate.net/publication/232933669_Learning_difficulties_and_social_class_Exploring_the_intersection_through
_family_narratives
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