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Original Research Articles

Knowledge of Primary School Teachers in Identifying Children with Learning Disabilities

Authors:

M Shari,

Department of Psychiatric Social Work, NIMHANS, Bengaluru, IN
About M

The author is doing her doctoral  reserach at the Department of Psychiatric Social Work, NIMHANS, India and is interested in the field of learning disabilities among children.

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Mysore Narasimha Vranda

Department of Psychiatric Social Work, Dr M V Govindaswamy Centre, NIMHANS, Bangalore 560029, IN
About Mysore Narasimha

The author is working as an Assistant Professor at the Department of Psychiatric Social Work, NIMHANS, India, Bangalore. Her areas of interest are children with disabilities and life skills

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Abstract

Purpose: This study explores the knowledge of primary school teachers in identifying children with learning disabilities.

Method: The study sample consisted of 200 primary school teachers from 16 schools in Bangalore, India. The teachers’ knowledge about learning disabilities was assessed using Knowledge Questionnaire on Learning Disabilities.

Results: The results revealed statistically significant differences in overall knowledge and various domains across gender, type of school, education, class being taught and years of experience.

Conclusion: The need to improve the knowledge of primary school teachers for the identification of children with learning disabilities was highlighted. Based on the findings of the study, the “Manual for Primary School Teachers on Learning Disabilities” was developed.

How to Cite: Shari, M. and Vranda, M.N., 2015. Knowledge of Primary School Teachers in Identifying Children with Learning Disabilities. Disability, CBR & Inclusive Development, 26(3), pp.68–76. DOI: http://doi.org/10.5463/dcid.v26i3.443
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Published on 24 Oct 2015.

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