INTRODUCTION:

Formative years is the length in which each person learns the basics of just about everything. this period isn't same for anybody however positive milestones had been formulated which can be used to measure the progress of the kid development. while a child reaches these milestones within the prescribed term he's taken into consideration as a ordinary child. The regular childhood seems to be one in which dad and mom do not emphasize the essential traits of lifestyles to their children. The children are never taught the significance of studying; asking questions; understanding proper from incorrect; respecting others and their possessions; sharing with others; and listening. everyday formative years is what maximum of the society perceives. toddler development refers back to the biological psychological and emotional adjustments that arise in human beings between birth and the cease of youth then thru maturity, as the man or woman progresses from dependency to growing autonomy.¹

The Hindu Philosophy locations instructor on a pedestal-even above God and simply after the mother and father. youngsters spend most of their time in faculty with teachers who play an important position in moulding their future. A teacher is chargeable for the included all round development of a baby. Like a gardener, he offers all suitable conditions for their first-rate boom.¹ mastering is a completely complicated mind characteristic of expertise, recalling and usage of this information in the future. The capacity to learn varies from individual to man or woman- even amongst children of the identical age and highbrow capacity. with out proper information and notion regarding their reality, all dad and mom and teachers pressure the youngsters to come out with first rank.²

Learning incapacity, mastering ailment, or mastering problem (British English) is a condition within the mind that reasons difficulties comprehending or processing facts and can be because of several different factors. Given the “trouble getting to know in a typical manner”, this doesn't exclude the ability to research in a one-of-a-kind manner. therefore, some humans may be extra as it should be described as having a “gaining knowledge of difference”, accordingly warding off any misconception of being disabled with a loss of capability to analyze and feasible poor stereotyping. inside the uk, the term “gaining knowledge of disability” usually refers to an intellectual incapacity, at the same time as problems consisting of dyslexia and dyspraxia are generally known as “getting to know problems”.³

Studying disease refers to huge studying issues in an educational location. those problems, however, are not sufficient to warrant an legit analysis. getting to know disability, on the other hand, is an legit scientific analysis, wherein the person meets certain criteria, as decided by a professional (consisting of a psychologist, psychiatrist, speech language pathologist, or paediatrician). The distinction is in degree, frequency, and depth of pronounced signs and troubles, and thus the two need to not be pressured.⁴

Whilst the time period “studying disease” is used, it describes a set of issues characterised by using insufficient development of unique educational, language, and speech abilties. kinds of studying problems encompass studying (dyslexia), mathematics (dyscalculia) and writing (dysgraphia). The unknown element is the ailment that influences the mind’s potential to get hold of and method facts. This disease can make it complex for a person to study as quick or in the identical way as a person who isn't always tormented by a gaining knowledge of disability.⁵

Contemporary technologies can also require scholar training to be effective school room supports. instructors, mother and father, and schools can create plans together that tailor intervention and accommodations to resource the individuals in effectively turning into impartial freshmen. A multi-disciplinary crew regularly helps to layout the intervention and to coordinate the execution of the intervention with teachers and parents. This crew often includes college psychologists, paediatrician, special educators, speech therapists (pathologists), occupational therapists, psychologists, ESL teachers, literacy coaches, and/or studying professionals.⁶

Individuals with Disabilities training improvement Act In 2004, Congress revised concept 1997 and renamed it the people with Disabilities training improvement Act (concept 2004) (P.L. 108-446). idea 2004 addressed NCLB mandates and adjusted provisions associated with early intervention, research-primarily based interventions, and country tracking necessities (Wright and Wright, 2007).⁷

The strategies for identifying youngsters with unique gaining knowledge of disabilities were mentioned in greater detail in idea 2004 and protected new strategies of figuring out pupil want. consistent with §three hundred.307 (a)(1-3), the standards for the determination of specific studying disabilities adopted by way of states: (1) should not require the use of a extreme discrepancy among highbrow capability and achievement for figuring out whether or not a infant has a particular getting to know disability; (2) ought to permit the use of a manner primarily based on the child’s response to scientific, studies based intervention; and (three) can also permit the usage of different alternative studies-based tactics for determining whether or not a toddler has a selected mastering disability.⁷

MATERIALS AND METHODS:

Study Design:

The research design used for the present study was quasi-experimental: single group pre-test post-test design. O₁: Assessment of the knowledge of the subjects through structured knowledge questionnaire before administration of planned teaching programme. X: administration of planned teaching programme regarding specific learning disabilities. O₂: Assessment of the knowledge of the subject through same structured knowledge questionnaire after the administration planned teaching programme.

Setting and Sample:

In present study, 60 samples (consists of primary school teachers). The study was conducted at Dharwad district Karnataka following primary schools are 1) Kuvempu School (Government Primary School) Kallur, tq:Dist: Dharwad-581206, 2) Government Primary School Marewad, tq:Dist: Dharwad-580201, 3) Government Kannada Boys School UppinBetageri, tq: Dist: Dharwad-580206, 4) Government Kannada Girls School UppinBetageri, tq: Dist: Dharwad-580206, 5) Government Primary School Timmapur, tq:Dist: Dharwad-580201, were selected through Probability; Simple Random Sampling Technique.

Measurements:

The subjects were given Socio-demographic sheet and the structured knowledge questionnaire this part consists of 32 items for obtaining level of knowledge regarding specific learning disabilities. Each correct answers carries 1 mark and incorrect answer carries 0 mark. The tool was validated by the experts in the field of Child Health Nursing and other health care professionals’ tool was tested for reliability of structured knowledge questionnaire was r = 0.95

Data Collection:

The data obtained were analysed in terms of the objectives of the study using descriptive and inferential statistics. Tabulation of data in terms of frequency, percentage, mean, median, mode, standard deviation and range to describe the data. Classification of the knowledge scores (level of knowledge) were as follows:

· Adequate– Above [Mean (M) + Standard Deviation (SD)]

· Moderate – Between [M + SD] and [M - SD]

· Inadequate – Below [M - SD]

RESULTS:

Pre and posttest level of knowledge score

Level of pretest knowledge scores n=60

Graph 1: The bar graph represents percentage of subjects according to their level of knowledge scores in pre-test and post-test. The level of knowledge has seen into categories into adequate, moderate, inadequate. 12% had adequate knowledge, 18% had moderate knowledge, 30% had inadequate knowledge in pre-test. Where as in post-test 36% adequate knowledge, 14% moderate knowledge, 10% had inadequate knowledge.

The calculated paired “t” value (t_{ca l}= 20.91) was greater than the tabulated value (t_tab = 2.0096). Hence, H₁was accepted. This indicates that gain in knowledge score was statistically significant at 0.05 level of significance. Therefore, the planned teaching programme was effective in improving knowledge of subjects.

With regard to statistical association between pre-test knowledge scores and selected socio-demograohic variables, there was no association between the knowledge scores and selected variables. Hence H₃ was rejected.

DISCUSSION:

The general result of the have a look at found out that the extent of knowledge on specific learning disabilities in childrens in pre-test found out that the pre-check shows that Majority 30(50%) of the respondents had inadequate stage of information and accompanied by means of 18(30%) of the respondents had slight degree of expertise and Minority 12(20%) had adequate understanding. for the duration of the post-take a look at suggests that Majority 36 (60%) of the respondents had good enough level of expertise and observed by way of 14(23.33%) of the respondents had slight level of understanding and Minority 10(16.66%) had insufficient knowledge. calculated paired ‘t’ value (t cal = 20.91) is greater than tabulated value (t tab= 2.0096). there's no giant affiliation among selected socio-demographic variables. The observe concluded that the deliberate teaching programme was effective in enhancing know concerning unique learning disabilities.

The computed chi-square fee changed into lesser than tabulated chi-square value for soci-demographic variables. This shows that there was no statistical affiliation among pre-take a look at knowledge ratings with selected socio-demographic variables. as a result, H3 was no longer common.

ACKNOWLEDGEMENT:
it's miles my pleasure and privilege to express my heartfelt thanks to Mr. Somashekar Akalad M.Sc. (N) Assistant Professor, Dept. of Child health Nursing, Government College of Nursing, KIMS, Hubballi. Who furnished me professional steerage and unselfish and noble assist with optimism and zealousness? I desire to express my entire hearted feel of admire and authentic way to Mr. H B Ramadurg M.Sc. (N). Professor and HOD, Dept. of Community Health Nursing, Government college of Nursing, KIMS, Hubballi. His helpfulness and guidance and has abundantly supported me to complete this dissertation successfully.

REFERENCES:

1. Neeraja KP. Textbook of Nursing Education. 1st edition. Jaypee Brothers Medical Publishers (P) Ltd. New Delhi; 2003

2. Children’s Hospital. Prevalence of Learning Disabilities. http://.chomaha.org

3. Gates, Bob; mafuba, Kay . Use of the term 'learning disabilities in the United Kingdom: issues for learning disabilities. A Contemporary Journals. 2016; 14(1): 9-23.

4. Sunil Karande, Madhuri Kulkarni. Indian Journal of Pediatrics. 2005; 319(42).

5. Kuriyan, Nayana Mariya and James, Justine. Prevalence of learning disability in India: A need for Mental health awareness Programme. 2018. 10.4103/0253-

6. Islam, Rabiul. EFL/ESL Teachers’ Perception of Students with Learning Disabilities in Bangladesh. 2022. 10.21203/rs.3.rs-2130526/v1.

7. Individuals with Disabilities Education Improvement Act In 2004 https://sites.ed.gov/idea/about-idea/#

Received on 11.01.2024 Modified on 08.05.2024

Int. J. Nur. Edu. and Research. 2024; 12(3):165-168.

DOI: 10.52711/2454-2660.2024.00035