Knowledge, attitudes and interaction on dyslexia among selected Filipino public school teachers

Abstract

Dyslexia as a learning disability can remain unnoticed and untreated for many students who have this condition. This is a manifestation of how dyslexia is relatively unknown and unaddressed among teachers. Thus, intervention remains inadequate. This research aimed to determine the relationship between knowledge and attitudes towards intervention practices on dyslexia among public grade school teachers in Los Baños, Philippines. Data was gathered through surveys, interviews and observations. A complete enumeration of thirty-two mathematics and language grade school teachers showed limited or absence of knowledge about dyslexia, they manifested more positive than negative attitudes, and intervention was observed to be implemented by the teacher-respondents. Further, intervention practices were found to have no significant relationship with knowledge but had a positive relationship with attitudes. This study challenges educational institutions, government agencies, researchers, families, and parents to increase knowledge and foster more positive attitudes towards tolerance and acceptance for more successful intervention practices and programs for students with dyslexia. The study has implications on early intervention and capacitating public school teachers of dyslexic students.