KNOWLEDGE OF PRIMARY SCHOOL TEACHERS REGARDING LEARNING DISABILITY PREVALENCE AT SELECTED PRIMARY SCHOOLS AT BANGLORE, URBAN

Background of the study: Learning disabilities (LD) are among the most common developmental challenges affecting school-age children, often leading to academic difficulties, low self-esteem, and social adjustment problems if not identified early. Teachers play a crucial role in recognizing and supporting children with learning disabilities, as they interact with students on a daily basis and can observe behavioral and academic patterns. This study aimed to assess the knowledge of primary school teachers regarding the prevalence of learning disabilities in selected primary schools. A descriptive research design was employed, and data were collected using a structured questionnaire from teachers working in the selected schools. The findings revealed that while some teachers demonstrated adequate awareness of common learning disabilities such as dyslexia, dysgraphia, and dyscalculia, there were notable gaps in their knowledge about identification, causes, and classroom management strategies. The results highlight the need for continuous teacher training, workshops, and awareness programs to enhance teachers’ competence in identifying and supporting children with learning disabilities. Strengthening teachers’ knowledge and skills will not only improve early detection but also promote inclusive education and better academic outcomes for affected children. Objectives: To assess the knowledge of primary school teachers regarding learning disability. Methods: A descriptive research design was adopted for this study. The samples were selected using a purposive sampling technique. The sample consisted of 50 primary school teachers. The instruments used for data collection were demographic characteristics and a structured knowledge questionnaire. Results: The pretest scores concerning the understanding of learning disabilities in children among primary school educators. The results indicate that there were 0 individuals (0.0%) with good knowledge, 5 individuals (20%) with average knowledge, and 20 individuals (80%) with poor knowledge. The sociodemographic factors and the educational credentials of primary school educators exhibited a significant correlation with the pre-assessment knowledge levels concerning the identification of learning disabilities in children. The factors of age, religion, gender, work experience, participation in conferences, and workshops focused on learning disabilities, as well as issues related to learning disabilities and employment status, did not reveal any statistically significant correlation with the pretest knowledge levels concerning learning disabilities in children, with a p-value greater than 0.05. Therefore, H1 is acknowledged. Conclusion: The study on the knowledge of primary school teachers regarding the prevalence of learning disabilities at selected primary schools highlights the crucial role educators play in the early identification and management of such conditions. Findings suggest that while many teachers demonstrate some level of awareness about learning disabilities, gaps remain in their ability to accurately recognize specific types, causes, and appropriate interventions. This limited knowledge may hinder timely support for affected learners, potentially impacting their academic performance and overall development.