Awareness of Learning Disabilities in Children among Secondary School Teachers

Abstract A study was conducted to examine the level of awareness among secondary school teachers regarding learning disabilities in children, synthesizing findings from 20 recent studies. The review highlights the prevalence of moderate to low awareness, influenced by factors such as training, experience, and educational environment. Key findings indicate that while some teachers demonstrate moderate knowledge, inadequate training and resources often limit their ability to identify and support students with learning disabilities effectively. Recommendations include implementing structured training programs and workshops to enhance teachers’ competencies. This study highlights the crucial role of secondary school teachers in promoting inclusive education and supporting students with Learning Disabilities.