Knowledge and Attitude of Primary School Teachers Regarding Early Identification and Management of Learning Disability

Abstract

Introduction: In India, 1% to 19% of the total students have Learning Disability. Learning disability may vary from person to person and is incurable but can be controlled if diagnosed earlier. Teachers play a vital role in its identification.
 Aims: Assessing the Knowledge and Attitude of primary school teachers regarding early identification and management of Learning Disability.
 Study Design: The study design is Descriptive cross sectional design.
 Place and Duration of Study: selected school at Tapi District, Gujarat, between 2020 – 2021.
 Methodology: The research was carried out by using Quantitative research approach and on 150 primary school teachers. The non probability sampling technique was used. The tool includes socio demographic variables, Knowledge questionnaire and Attitude scale.
 Results: No teacher have excellent knowledge i.e 0.00% regarding Learning Disabilty. 59.33% have good knowledge and 40.66% teachers are poor in knowledge regarding Learning Disability. 96.66% teachers have positive attitude towards children having Learning Disability while 3.33% teachers have negative Knowledge. There is positive correlation between Knowledge and Attitude. There is significant association of knowledge with age and classes allotted at p< 0.05. There is significant association of Attitude with classes allotted at p< 0.05.
 Conclusion: Majority of the teachers have good Knowledge and most of them have positive attitude towards the children with Learning disability.