WORLD JOURNAL OF ADVANCE
HEALTHCARE RESEARCH

Rafia Islam*, Sona Saji and Sona Elizabeth Raju

ABSTRACT

Background of the study: Learning disorders are caused by genetic and/or neurological factors that disrupt one or more cognitive processes associated to learning via altering brain functioning. These processing issues might make it difficult to master basic abilities like reading, writing, and math. Purpose: The study is intended to assess the knowledge of primary school teachers regarding learning disabilities in children. Methods: The descriptive study used convenient sampling to identify 90 primary school teachers' understanding of learning impairments in children. TOOL 1: Structured questionnaire to assess the socio demographic variables. It includes questions related to age, gender, educational qualification, year of experience, previous exposure to children with learning disabilities. TOOL 2: TOOL 2: Structured knowledge questionnaire to assess knowledge regarding learning disabilities. It consists of 30 questions. After receiving ethical approval from the Institution's Institutional Review Board. The subjects gave their informed consent after being informed about the study as well as how the data would be used. Data was collected using Google forms, and descriptive and inferential statistics were used to analyse it. Results: The result showed that, 29 (32.2%) of teachers had insufficient knowledge, 54 (60%) of teachers had moderately adequate knowledge, and 7 (7.77%) of teachers had adequate understanding about learning difficulties in children. Conclusion: Teachers have a significant role in early detection of learning problems in schoolchildren. Children with learning disabilities should be assisted at an early age and given appropriate instruction and support. Teachers must be made aware of these children's issues and build a positive approach toward them.

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