Volume : 2
Issue : 1
Online ISSN : XXXX
Print ISSN : XXXX
Article First Page : 19
Article End Page : 32
Introduction: In India, around 13-14% of all school children suffer from learning disorders. Unfortunately, most schools fail to lend a sympathetic ear to their problems. As a result, these children are branded as failures. The study was conducted with the aim to identify and analyse the knowledge and attitude of primary school teachers regarding learning disabilities among children in selected schools of district Pulwama Kashmir. Identifying the knowledge and attitude of school teachers will help to assess degree of awareness about learning disability among primary school teachers and the attitude they show towards learning disabled children so that recommendation can be made to arrange a special training programme to educate the teachers regarding identification and management of learning disabilities.
Materials and Methods: Quantitative descriptive design was used to assess the knowledge and attitude of primary school teachers regarding learning disabilities among children in selected schools of district Pulwama. Convienient sampling technique was used to collect data from teachers who fulfilled the inclusion criteria. Data was collected using self-administered Structured knowledge questionnaire and Attitude scale. The tool was validated by 11 experts. Reliability of the tool was established by using karl pearson’s correlation coefficient (“ r” = 0.83). Pilot study was conducted on 6 teachers in government boys primary school, poochal pulwama. The main study was conducted on 60 primary school teachers from 8 selected schools at district pulwam from 16-11-15 to 05-12-15. Ethical clearance was obtained and study was found ethically exempted. Data was analyzed using descriptive and inferential statistics.
Results: The result of the study revealed that majority of teachers 73.3% had moderate knowledge on learning disability, 20.0% had inadequate knowledge regarding learning disability and only 6.7% teachers had adequate knowledge on the subject. Also, majority of the teachers 93.3% had Most favorable attitude towards children with learning Disability. Only 6.7% teachers showed Favorable attitude and none (0%) had Unfavorable attitude level towards the children with learning disability. It was also found that there was significant correlation between knowledge of teachers regarding learning disability and their attitude towards such children.
Further, no significant association found between selected demographic variables i.e. Age, Sex, Marital Status, Educational Qualification, Years of Experience of study subjects with their Knowledge scores, however Marital status and Age of teachers and their attitude towards learning disability was found to be significantly associated. Other demographic variables had no significant association with attitude of teachers towards learning disability.
Conclusion: The findings of the study concluded majority of the primary school teachers had moderate knowledge on learning disability and most of the teachers possessed Most favourable attitude towards children with learning disability.
Keywords: Knowledge, Attitude, Teachers, Learning disability, School.