INTRODUCTION:

A child is a unique individual; he or she is not a miniature adult, and not even a little man or woman. The time of adolescence is imperative because of socialization process by the transmission of frame of mind, traditions and conduct through the impact of the family and community. Family’s cultural and religious belief, educational level ways of living influence the promotion and maintenance of child health.¹

Childhood perhaps the preparative school of life. The child starts to learn from womb and continue throughout life. As learning is complex phenomenon occurring through various sensory involvements and the maximum learning occurs in childhood. Childhood is the ideal time for learning because of several factors. Children are normally curious and motivated. As in the word of Jacques Rousseau, they are the black state (tabula rasa) that is ready, to intake information. ²

According to Wiagner (2006) dyslexia is a language based disability which refers to a cluster of symptoms, which result in people having difficulties with specific language skills, particularly reading students with dyslexia usually experience difficulties with other language skills such as reading, writing and pronouncing words. ³

NEED OF THE STUDY:

Learning disorder refers to a heterogeneous group of disorders as evidenced by significant difficulties in the acquisition and use of skills such as listening, speaking, reading, reasoning or mathematical skills. Learning disabilities are intrinsic to the individual and are due to central nervous system dysfunction. Movies like Taare Zameen Par have enlightened the subject of learning disorders. In 1973, it was estimated that worldwide 1-3% of the children had learning disabilities which increased up to 4-5% by in 1994. Majority (60%) of the children had reading disability. There is a strong evidenced that individuals with learning disabilities experience more social, emotional and motivational difficulties than those without learning disabilities.⁴

PROBLEM STATEMENT:

“A Descriptive study to assess the knowledge of primary school teachers regarding learning disabilities among children in selected schools of District Gurdaspur, Punjab with a view to develop self- instructional module”.

OBJECTIVES:

· To assess the knowledge of primary school teachers regarding learning disabilities among children.

· To find the association between the knowledge of primary school teachers with selected socio-demographic variable.

· To provide the booklet to improve the knowledge of primary school teachers regarding learning disabilities.

OPEARATIONAL DEFINITIONS:

Knowledge:

It refers to the awareness of primary school teachers regarding learning disabilities as assessed by the response of items of the knowledge questionnaire.

Learning disabilities:

A heterogeneous gathering of clutters prove by critical troubles in the securing and utilization of tuning in, talking, perusing, composing and thinking

Primary school teachers:

The professionals who are teaching the students in government or private schools.

Self- instructional module:

It is pre-planned structured printed and pictorial information on learning disabilities to increase the level of knowledge of primary schoolteachers regarding the learning disabilities among children.

Assumption:

Primary school teachers will be having little knowledge regarding learning disabilities.

Conceptual Framework:

The conceptual framework selected for this study is based on Rosenstock’s and Becker’s modified health belief model (1997).

LITERATURE REVIEW:

Rintu Chaturvedi (2018) a descriptive study was conducted in S.B.L.S.K.S.S. School at Amritsar. About 90 school teachers were selected by convenient sampling technique to assess the knowledge regarding learning disabilities among school children by using a self structured questionnaire and structured interview schedule for socio-demographic variables. Study revealed that 50% of school teachers had good knowledge, 44.4% had average knowledge whereas 5.5% of them had poor knowledge. There was no significant association between knowledge and selected socio-demographic variables such as age, gender, religion, education, work experience and source of information. The study concluded that majority of teachers had good knowledge regarding learning disabilities.⁵

Jubin Varghese, Saniya Susan Issac (2018) a pre-experimental study was conducted at selected schools in Bhopal about 30 school teacher were selected to assess the efficacy of self instructional module (SIM) on primary school teacher’s knowledge regarding identification of learning disability in school children by using questionnaire technique. The study revealed that during pre test, 18(60%) had poor knowledge (0-10), 12 (40%) had average knowledge (11-20) and none of the sample had good knowledge (21-30) regarding identification of learning disability whereas during post- test 29(96.66%) knowledge of the subject received the score between 21-30(good) score the maximum 29 (96.66%) and 1 (3.33%) received the score 11-20(average) and no sample got the poor score in the study group. The study concluded that intervention of SIM (Self instructional module) regarding identification of learning disability in school children were effective in improving the knowledge.⁶

Sasmita Ghimire (2017) a descriptive cross-sectional study was conducted in selected 16 schools of Dharan, Nepal. About 150 primary school teachers were selected by convenience sampling technique to assess the knowledge regarding learning disabilities in school children by using a structured knowledge questionnaire. Result revealed that majority i.e. 79(52.67%) of primary school teachers had moderately adequate knowledge and 71(47.33%) had inadequate knowledge regarding learning disability. The study concluded that majority of teachers had moderate knowledge and the teachers with inadequate knowledge were less.⁷

MATERIAL AND METHODS:

Research Design:

A descriptive research design was considered appropriate for the study to assess the knowledge of primary school teachers regarding learning disabilities among children.

Research Setting:

The Study was conducted in selected Schools of District, Gurdaspur. The Schools were:

· Millennium Public School, Naushera Maja Singh, Gurdaspur

· Dasmesh public senior secondary school, Naushera Maja Singh, Gurdaspur

Target population:

The Target population for the present study were primary school teachers of selected schools.

Sample size and Sampling Technique:

The sample size for the study comprised of 40 primary school teachers in Millennium Public School, Naushera Maja Singh and Dashmesh Public Senior Secondary School Naushera Maja Singh, Gurdaspur, Punjab.

Non-probability sampling technique was used for the selection of samples.

Selection and Development of tool:

The Self structured Questionnaire Schedule was used for descriptive study where investigation was interested in establishing rapport and obtaining facts and study. So tool was developed in the basis of:

· Extensive review of literature

Questions to collect information regarding research variables and knowledge of Primary School teachers regarding learning disabilities among children technique was used to select the samples.

Ethical consideration

· Ethical clearance was taken from the ethical committee of Schools.

· Permission was taken from the Principals of Schools.

· Written consent was taken from the primary school teachers before conducting the study.

RESULTS:

Section A - Description of Demographic Variables

Table 1: Frequency and percentage distribution of sample characteristics.

S. No.

Variables

Frequency

Percentage (%)

Age

a)20-30

b)30-40

c)40-50

d)50-60

67.5

7.5

Gender

a) Male

b) Female

Religion

a) Hindu

b) Muslim

c) Sikh

d) Christian

32.5

7.5

Educational status

a) Graduation

b) Post – graduation

c) Other

47.5

2.5

Teaching experience

a) <1year

b) 1-5 years

c) 6-10years

d) >10 years

17.5

12.5

Area of school

a) Urban

b) Rural

Source of knowledge

a) Internet

b) Mass media

c) Conferences

d) Newspaper and magazines

e) All

37.5

7.5

Table 1 reveals the frequency and percentage distribution of primary school teachers according to demographic variables.

As per age wise distribution, majority of the subjects was in the age group of 20-30 i.e; 27(67.5%), followed by 8(20%) from 30-40, 40-50 i.e; 3(7.5%) and the least 50-60 i.e; 2(5%).

In relation to gender of teachers the majority of teachers 34 (85%) were females while 6 (15%) were males.

In relation to religion of teachers the majority of teachers were Sikh 24 (60%), followed by Hindu 13 (32.5%), Christian 3(7.5%) and the least is Muslim i.e; 0

In relation to educational status the majority of teachers were graduated 20 (50%), followed by post-graduated 19 (47.5%) and the least is 1 (2.5%).

In relation to teaching experience the majority of teachers 24(60%) have experience of 1-5 years followed by 17 (17.5%) have experience <1 year, 5 (12.5%) have experience of 6-10 years and the least 4 (10%) have experience >10 years.

With regard to area of school the majority of teachers 28(70%) told that schools are in rural area whereas 12 (30%) told that schools are in rural area.

In relation to source of knowledge majority i.e; newspaper and magazines is 16(40%), followed by internet i.e; 15(37.5%), then mass media 4(10%), conferences 3(7.5%) and the least all (newspaper and magazines, internet, mass media and conferences) 2(5%) was selected by the primary school teachers.

SECTION –B:

Analysis of The Data According to The Objectives of The Study

Objective 1: To assess the knowledge of primary school teachers regarding learning disabilities among children.

Table 2: Assessment of the knowledge of primary school teachers regarding learning disabilities among children

Level of knowledge	Frequency	Percentage	Mean and S.D
Good Average	6	15%	16.1 and 4.37
Average	32	80%
Blow average	2	5%

Minimum score = 0 Maximum score = 30

Table 2 shows the frequency and percentage distribution of level of knowledge regarding learning disabilities among children. The findings revealed that the maximum of primary school teachers had average knowledge i.e. 80% followed by good i.e. 15% and below average i.e. 5%. The mean and SD of total score is 16.1 and 4.37.

Hence findings of study prove assumptions that primary school teachers may have some knowledge regarding learning disabilities.

Figure: 8 Pie Chart Showing Level of Knowledge of Primary School Teachers Regarding Learning Disabilities Among Children

Objective 2: To find the association between the knowledge of primary school teachers with selected socio-demographic variable.7

Table 3

Sr.

No.

Variables

Frequency

Chi–square value (ꭓ2)

Below average

Average

Good

Age

a) 20-30

b) 30-40

c) 40-50

d) 50-60

5.32^NS

Gender

a) Male

b) Female

0.374^NS

Religion

a) Hindu

b) Muslim

c) Sikh

d) Christian

5.59^NS

Educational status

a) Graduation

b) Post – graduation

c)Other

10.48^*

Teaching experience

a) <1year

b) 1-5 years

c) 6-10years

d) >10 years

6.66^NS

Area of school

a) Urban

b) Rural

0.443^NS

Source of knowledge

a)Internet

b)Mass media

c)Conferences

d)Newspaper and magazines

e)All

4.133^NS

*- Significant at the level of 0.05.

Data given in table 3 depicts that only 1 variable i.e; educational status have significant association with knowledge of primary school teachers regarding learning disabilities among children whereas all other variables (age, gender, religion, teaching experience, area of school and source of knowledge) don’t have any significant association with knowledge of primary school teachers regarding learning disabilities among children as statistically analysed by chi square at 0.05 level of significance.

SUMMARY:

Analysis and interpretation has done in accordance with objectives. Descriptive and inferential statistics i.e; frequency, percentage and chi square were calculated. Tables, bar and pie graphs were used to depict the findings. The statistical analysis was done manually and level of significance was 0.05.

DISCUSSION:

Findings of the study revealed that 32(80%) primary school teachers had average knowledge, 6(15%) had good knowledge and 2(5%) had below average knowledge.

Findings of the study revealed that only 1 variable i.e; educational status have significant association with knowledge of primary school teachers regarding learning disabilities among children as statistically analyzed by chi square at 0.05 level of significance.

Finding of supporting objectives according to the objectives of present study:

Objective 1:

To assess the knowledge of primary school teachers regarding learning disabilities among children.

Findings of the study revealed that 32(80%) primary school teachers had average knowledge, 6(15%) had good knowledge and 2(5%) had below average knowledge.

The above objective is supported by the study done by Sasmita Ghimire⁴⁷ who has done study to assess the knowledge of primary school teachers regarding learning disabilities in school children. She founded in her study that majority i.e; 79(52.67%) of primary school teachers had moderately adequate knowledge and 71(47.33%) had inadequate regarding learning disability.

OBJECTIVE 2:

To find the association between the knowledge of primary school teachers with selected socio-demographic variable.

This is supported by the study done by Gopal Singh Charan, Harpreet Kaur⁴⁸ who has done research study on a cross-sectional study to assess the knowledge and attitude regarding Dyslexia among teachers at Selected Schools, Punjab. He also founded in his study that there is significant association between educational status with source of knowledge regarding Dyslexia.

All other variables (age, gender, religion, teaching experience, area of school and source of knowledge) don’t have any significant association with knowledge of primary school teachers regarding learning disabilities among children as statistically analyzed by chi square at 0.05 level of significance.

This is supported by the study done by Jubin Varghese and Saniya Susan Issac⁴⁴ who has done research study on efficacy of self instructional module on primary school teacher’s knowledge regarding identification of learning disability in school children. She also founded in her study that there was no significant association between pre-test knowledge score with baseline characteristics.

RECOMMENDATIONS:

On the basis of the findings of the study following recommendations have been made:

· Similar study could be replicated on large sample to validate and generalize its findings.

· A comparative study can be conducted in urban and rural schools.

· An experimental study can be conducted on primary school teachers to evaluate the effectiveness of planned teaching programme regarding learning disabilities.

CONCLUSION:

The main study was conducted after obtaining permission from the Principals of Dasmesh Public Senior Secondary School and Millennium Public School, Naushera Maja Singh, Gurdaspur. In order to develop rapport, self- introduction was given to Primary School Teachers. Primary school teachers were explained about objective, purpose and duration of their involvement. Written informed consent was taken from subjects. Primary school teachers (Dasmesh Public Senior Secondary School and Millennium Public School, Naushera Maja Singh, Gurdaspur) were assigned by non probability convenient sampling technique. A sample of 40 primary school teachers of selected schools were selected for the study.

The data was collected using self structured questionnaire tool and was analysed and interpreted according to the objectives. The descriptive statistics that were used is frequency, percentage, mean and standard deviation. Further, inferential statistics like chi-square test was used for association of knowledge of Primary school teachers with demographic variables at p< 0.05 level of significance. The results found were presented in the form of tables, graphs and interpreted for research report.

LIST OF ABBREVIATIONS:

LD Learning disabilities

ADHD Attention deficit hyperactivity disorder

ASD Autistic spectrum disorder

WHO World Health Organization

SIM Self Instructional module

NJCLD National joint committee on learning disabilities

n/N Number of Subject

f Frequency

%age Percentage

SD Standard Deviation

Df Degree of Freedom

χ² Chi- Square

r Reliability

ACKNOWLEDGEMENT:

We are deeply thankful to Respected authorities of J.U.S.S. Institute of Nursing and Medical Sciences Sekhwan, District Gurdaspur for granting permission and encouraging us to conduct pilot and main research study.

REFERENCES:

1. http://NW. NCBI. Gov>books.

2. 7.http://en wikipedia.org/wiki/ Benjamin-Bloom access date 10-11-2011.

3. 9.Wiagner “Originate of the Term Dyslexia” D.O Publisher 1973: 178-188.

4. Lose J. Learning disability a grooming concern for parent’s health action. 2009 jan:7-8.

5. Ms. Rintu Chaturvedi. A study to assess the knowledge of school Teachers Regarding Learning Disabilities. 2018; 8(3): 397.

6. Jubin Varghese and Saniya Susan Issac, efficacy of self-instructional module on primary school teacher’s knowledge regarding identification of learning disability in school children. International Journal of Information Research and Review. 2018;5(5): 5467-5470.

7. Sasmita Ghimire. Knowledge of primary school teachers on Learning Disabilities in School Children. 2017;6(1): 299-35.

Received on 29.09.2020 Modified on 22.06.2021

Int. J. Nur. Edu. and Research. 2022; 10(1):5-10.

DOI: 10.52711/2454-2660.2022.00002