Abstract
Background: Learning disability refers to a heterogeneous group of disorders manifested by difficulty in reading, writing, spelling and reasoning ability. It usually show up when a child has difficulty reading, speaking, writing, figuring out a math problem, communicating with parents or paying attention in class. Children with learning disability can succeed in school and can have successful career in life if right support and intervention is provided to them.Material & Methods: Quantitative approach with Descriptive crosssectional design was used to assess the knowledge of primary school teachers. A structured knowledge questionnaire was developed focusing on learning disabilities. The study was carried out in 16 schools of Dharan, Nepal. About 150 primary school teachers were selected by convenience sampling technique. Structured knowledge questionnaire was used to collect needed data on knowledge of primary school teachers. The data collected were tabulated and analyzed by using descriptive and inferential statistics.Results: Majority, 79 (52.67%) of the primary school teachers had moderately adequate knowledge and 71 (47.33%) had inadequate knowledge regarding learning disabilities. There was a significant association of knowledge of primary school teachers with demographic variables such as class involved in teaching.Conclusion: The school teachers have inadequate knowledge regarding learning disabilities. The teachers play an important role in identifying learning disabilities in school children at initial state. The children with learning difficulties should be helped at early stage and proper training and guidance should be provided to them.Journal of Nobel Medical CollegeVolume 6, Number 1, Issue 10 (January-June, 2017), Page:
Highlights
Learning disability is a disorder that refers to difficulties in listening, speaking, reading, writing and mathematics. 10 out of every 100 school children are said to suffer from learning disabilities in the world [1]
The present study showed that majority of the teachers had inadequate knowledge regarding causes and definition (62.67%) and clinical manifestations i.e 74%
The findings were on the contrary with the results of Jeromey and Kelvan et al [14, 15], which revealed that school teachers have a good knowledge about the nature of learning disability
Summary
Learning disability is a disorder that refers to difficulties in listening, speaking, reading, writing and mathematics. 10 out of every 100 school children are said to suffer from learning disabilities in the world [1]. Children with learning disabilities find difficulties in trying hard, have low attention span and cannot be motivated themselves on their own. It is not a problem with intelligence but it is caused by a process that affects receiving, processing and communicating information. Learning disability refers to a heterogeneous group of disorders manifested by difficulty in reading, writing, spelling and reasoning ability. It usually show up when a child has difficulty reading, speaking, writing, figuring out a math problem, communicating with parents or paying attention in class. There was a significant association of knowledge of primary school teachers with demographic variables such as class involved in teaching
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