Knowledge regarding learning disabilities in children among primary school teachers

Abstract

Background: Children are precious resources of a nation and if they are physically and psychologically healthy, then they can excel in all domains of life. Learning disabilities mainly affects the psychological domain of child as it interferes with basic skills such as organization, time planning, abstract reasoning, memory and attention. This disorder is unable to cure at primary stages as it is mostly neglected due to lack of knowledge regarding learning disabilities.Methods: A descriptive cross sectional study was used to assess the knowledge regarding learning disabilities in children among primary school teachers in selected schools of Jodhpur, Rajasthan, India in April 2017. A total sample size of 70 primary school teachers from Class 1st to 5th of four selected schools of Jodhpur, Rajasthan, India were taken using total enumeration sampling technique. The tool for data collection was self structured questionnaire.Results: The results of the study showed that the majority of primary school teachers (70% had average knowledge regarding learning disabilities, 27.14% had poor knowledge whereas only 2.86% had good knowledge and there is no significant association between the knowledge of primary school teachers and their socio-demographic variables like age, gender, marital status, religion, educational qualification, type of school, teaching experience, in-service education on learning disabilities, any family member/friend suffering with learning disabilities.Conclusions: The study concluded that primary school teachers had limited knowledge regarding learning disabilities in children. Therefore, there should be provision of awareness programmes among them along with parents of children.

Evaluating the Impact of Training Teachers to Identify Learning Disabilities: A Pre-experimental Study on Knowledge Enhancement

“…Another study by Madhamani et al also depicted similar sociodemographic except for a male preponderance [17]. The sociodemographic characteristics showed striking similarity with other recent studies conducted by Dhindsa et al ( 2022) and Rosemary et al (2021) [18,19]. Experienced teachers were able to identify the altered behavior and academic performance of the students more effectively with their engagement with students.…”

“…Experienced teachers were able to identify the altered behavior and academic performance of the students more effectively with their engagement with students. But, the majority of the teachers were young and, therefore, there was a need for training the teachers in the identification of LD and referring these children to the appropriate center for further management [18,19]. This reinforces the need for in-service training of the school teachers to identify children with LD and refer them to appropriate centers for further management.…”