Knowledge, Attitude, and Practices of Primary and Secondary School Teachers on Specific Learning Disorder

Abstract

Early identification of Specific Learning Disorder (SLD) is essential not only for effective remediation of their problems but would also prevent the problems from aggravating. The role of general education teachers in early identification becomes crucial, as they are the ones who first identify the academic and behavioral issues of school children. The main aims of the study are to assess the knowledge, attitudes, and current practices pertaining to SLD, among pre-primary, primary, and secondary school teachers in public schools from Trivandrum, India, to find whether there exists any relation between years of teaching experience and awareness on SLD and to assess the effect of a short-term training program on the knowledge, attitude, and practices of school teachers. In conclusion, short-term training programs of a multi-disciplinary nature are found to be effective in bringing about improvements with both pre-primary and primary teacher's knowledge factor, but such training is maximally beneficial for improving attitude and practice of teachers in the primary level.

To Evaluate the Effectiveness of Structured Teaching Programme on Knowledge and Attitude Regarding Dyslexia among Selected Primary School Teachers in Aurangabad City

“…Educators enquired their conformity with every declaration arraying as of 'strongly agree' to 'strongly disagree'. Item reactions was organizing enquiries so that a positive attitude is reflected by an 'agree' replies for 12 (1,4,5,6,8,10,11,14,15,17,18,19) as well as a 'disagree' answer for the lasting 8 things (2,3,7, 9,12,13,16,20). This range revealed that high score designated a more positive attitude headed for dyslexic students, whereas a low keep count specified a more negative attitude on the way to dyslexic students.…”

“…The study evaluate the whether there be present some relation connecting lifetime of training practices moreover wakefulness on SLD also to measure the outcome of a short-range coaching strategies on the awareness, mind-set, furthermore exercises from institute tutors. To sum-up, short-range teaching a programme of a multi-disciplinary nature is create to be successful in conveying about enhancements with both pre-primary and primary educator's awareness factors, but such teaching is maximally advantageous for getting better the mind-set plus exercises of instructors in the prime stage [17].…”

“…In regard with any committee regularly discussing about dyslexia, there were 130 (52%) teachers in the schools where have no committee regularly discussing about dyslexia and 120(48%) teachers in the schools where committee regularly discussing about dyslexia, and whereas 77(64%) had special educators and 43(36%) had mobile trainers to regularly discussing about dyslexia. In the pre-test, the majority of 150(60%) of the primary school teachers had poor knowledge (score 0-10), 70(28%) of them had average knowledge (score [11][12][13][14][15][16][17][18][19][20] and 30(12%) of them had good knowledge (score 21-30) regarding dyslexia. In consider with pre-test, 220(88%) of the primary school teachers had a negative attitude (score 20-50) and 30(12%) of them had a positive attitude (Score 51-80) towards dyslexia.…”

“…In concern with knowledge pre-test, 150(60%) of the primary school teachers had poor knowledge (score 0-10), 70(28%) of them had average knowledge (score [11][12][13][14][15][16][17][18][19][20] and 30(12%) of them had good knowledge (score 21-30) regarding dyslexia, whereas. in the post-test, 30(12%) of the primary school teachers had poor knowledge (score 0-10), 80(32%) of them had average knowledge (score [11][12][13][14][15][16][17][18][19][20] and 140(56%) of them had good knowledge (score 21-30) regarding dyslexia. This indicates that the knowledge among primary school teachers regarding dyslexia improved remarkably after the structured teaching programme.…”