Knowledge of schoolteachers on learning disabilities in urban Vellore - A cross-sectional study

Abstract

Background: Specific learning disability (SLD) is a cognitive neurobiological disorder caused by atypical brain functioning. SLD is recognized when the individual’s achievement in school is below that expected for age, schooling, and level of intelligence. Screening millions of students with SLD by health personnel is a logistical impossibility. Awareness and knowledge about learning disorders among schoolteachers may play a major role in the early identification and management of children with these disorders. Therefore, the assessment of teachers’ knowledge and perceptions about learning disabilities (LDs) is relevant. Method: A school-based cross-sectional study was conducted among teachers in government/government-aided and private schools in Vellore, India. The participants were selected by a simple random sampling method. There was a total of 80 teachers included in the study. Data capture was done using a questionnaire. A Chi-square test was done to test the association and the odds ratio test helped determine the strength of the association. A P-value of <0.05 was considered to be statistically significant. Results: The majority of the teachers (70%) had adequate general knowledge regarding LDs. When analyzed separately, 82.5% of government/aided teachers and only 57.5% of teachers were having adequate general knowledge regarding LDs. There was a significant association between the type of school and general knowledge regarding LDs. Government/aided teachers had better general knowledge regarding LDs and dyslexia than private teachers. Conclusions: Among 80 teachers, 70% (56) of them had adequate general knowledge regarding LDs. When analyzed separately, 82.5% (33) of government/aided teachers and only 57.5% (23) teachers were having adequate general knowledge regarding LDs. The government/aided schoolteachers had significantly higher levels of knowledge in most domains of the general knowledge section as compared to private schoolteachers. If teachers are having adequate knowledge regarding LDs, it will significantly increase the chances of children with LDs getting detected early and undergoing the treatment they require. Teacher education programs and workshops are needed to be conducted at regular intervals to improve the knowledge regarding SLDs among teachers.

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

“…Most of the quasi-experimental studies have measured outcomes in terms of knowledge, attitude, and practices but not in terms where children were suspected by teachers and were referred through proper mechanisms [1][2][3]. The intervention has channelized the enhancement of the knowledge of teachers and existing mechanisms for referral and management of LD children [24,25]. Even after the screening and referral of a child, the challenges of the teachers were counseling the parents and convincing them to get help [26][27][28].…”