|Year : 2013 | Volume
| Issue : 1 | Page : 30-32
Knowledge and attitude of school teachers regarding learning disabilities among children
Binu Mathew1, Nagarajaiah2
1 Principal, Bethany College of Nursing, Durg, Chhattisgarh, India
2 Additional Prop. Dept. of Nursing, NIMHANS, Bengaluru, India
|Date of Web Publication||28-Jun-2019|
Source of Support: None, Conflict of Interest: None
The present study was conducted to assess the teachers’ awareness regarding learning disabilities among children. A descriptive research design was adapted to assess the knowledge and attitude of school teachers regarding learning disabilities among children in selected schools. 60 subjects were selected by convenient sampling method. The study revealed that the most of the teachers had highly favorable attitude towards children with learning ability even though their level of knowledge regarding learning disability was low and higher level of knowledge was associated with positive attitude.
|How to cite this article:|
Mathew B, Nagarajaiah. Knowledge and attitude of school teachers regarding learning disabilities among children. Indian J Psy Nsg 2013;5:30-2
|How to cite this URL:|
Mathew B, Nagarajaiah. Knowledge and attitude of school teachers regarding learning disabilities among children. Indian J Psy Nsg [serial online] 2013 [cited 2021 Oct 26];5:30-2. Available from: https://www.ijpn.in/text.asp?2013/5/1/30/261771
| Introduction|| |
Today’s children are tomorrow’s citizens. They are in a continuous process of growth and development. Any alteration in its course can leads to developmental disorders. Of the developmental disorders, learning disability plays a significant role as a silent handicap among children. It is estimated that 4-5% of students in school have a learning disability. Learning Disability is “A disorder that affects people’s ability to either interpret what they see and hear or to link information from different parts of the brain. Such difficulties extend to school work and can impede learning to read, write or do math”. As there are no specific tests to identify children with a learning disability, health professionals have to rely mainly on teacher’s report for its diagnosis. Previous studies have proven that teacher’s attitude towards such children can have great influence towards their recovery. Making the child aware of a disability is a great service to the child. Unless such children are identified and properly treated, they may develop secondary emotional, social and family problems.
It is in this context that the importance of a teacher becomes vital in safeguarding and promoting the mental health of children through the early identification of deviations from normal. But according to Prasad M, the Mental Health Services available to provide psychological care to emotionally disabled children in India is very meager. WHO recommended that mental health program should utilize trained teachers to improve the psycho–social aspect of the school children. Mental Health inputs in the School Health Program are likely to play a major role in the amelioration of social, behavioral and learning problems in school children. The researcher during school health programs noticed students who were weak in their scholastic performance were labeled as lazy. No attempt was made to identify any pathology behind their poor performance. Without knowing that poor performance can be a brain disorder, teachers were ill treating them, which in turn further reduced their confidence. Hence researcher felt that it is important to understand the knowledge and attitude of teachers towards the child’s disabilities.
| Materials and Methods|| |
A descriptive research design was adapted to assess the knowledge and Attitude of School Teachers regarding Learning Disabilities among Children in selected Schools at Bhilai, Chhattisgarh. Target population was primary school teachers in Bhilai. A structured questionnaire for knowledge and attitude scale for attitude assessment was used. Expert opinion and pilot study was conducted for the purpose of validity and reliability of the tool and was found to be feasible and valid. 60 samples were selected from the target population by convenient sampling. Data was collected and analyzed using mean, median, percentage, SD, Chi square and Coefficient correlation and presented in the form of tables and diagrams. Level of significance was set as p<0.05.
[Table 2] indicates that, majority of teachers (58.33%) had average knowledge on learning disability. Out of 60 samples, 25(41.67%) had poor knowledge regarding learning disability. No teachers possessed good knowledge on the subject. Mean score obtained for average knowledge level was 24.6 and mean percentage score 61.5% with a SD 2.8. For poor knowledge level, mean score was 16.6 and mean percentage score 40.4% with SD 2.2.
|Table 2: Frequency and Percentage distribution of teachers according to the knowledge score on learning Disability|
Click here to view
[Table 3]. shows that out of 60 samples 59 (98.33%) had highly favorable attitude towards problem children. Only 1 (1.67%) in Favorable level and none in Unfavorable attitude level. Mean score for highly favorable attitude was 80.71 and mean percentage score 89.6 %with a SD of 6.61.For favorable attitude, mean score was 68 and mean percentage score 75.55%.
|Table 3: Frequency and Percentage distribution of subjects according to the Attitude score on Learning Disability|
Click here to view
[Table 4] shows that there is positive correlation between knowledge of teachers regarding learning disability and their attitude towards such children. Correlation Coefficient is found to be +0.833 with test of significance 6.3. Hence H3 is accepted at P <0.05.
|Table 4: Mean and Correlation between Knowledge and Attitude score of teachers regarding learning disability|
Click here to view
In the present study, the researcher analyzed that none of the 60 samples had good knowledge while 58.33% of them had average knowledge and 41.67% had poor knowledge. Mean percentage score for average score was 61.5% with SD of 2.8 and for poor knowledge was 40.4% with SD 2.2. Mean score percentage on various areas of knowledge like Meaning, Incidence, Causes, Clinical Features, Diagnosis and Management were 38.33%, 63.50% ,45%, 35.25%, 85% and 77.22% respectively.
[Table 5] presents the substantive summary of Chi- square analysis, which was used to bring out the relationship between knowledge of teachers on learning disability and socio demographic variables.
|Table 5: Association between the knowledge of school teachers and selected socio demographic variable|
Click here to view
The present study revealed that there was significant association between knowledge and Educational Qualification of teachers (P= 0.0417; P<0.05). No other variables like age, gender, years of experience, marital status, Child Psychology in the curriculum and in service education had significant association with the knowledge of teachers on learning disability.
| Discussion|| |
The present study proved a significant association between attitude and age of the teachers (X2=4.87 P <0.05) But there was no significant association between attitude score of the teachers and other Socio – demographic variables like gender, Educational Qualification, Years of Experience, Marital status, Child Psychology in the curriculum and In service Education.
Preparation of Self Instructional Module
As per the objective, a Self Instructional Module on Learning Disability based on the knowledge and attitude of teachers was prepared. It was developed as an outcome of the study. Self Instructional Module was made simple and according to their level of understanding. It can be utilized as an effective self learning material by teachers. Teachers themselves can be encouraged to be an active participant of their own education and up date their knowledge. It helps to enhance their ability to identify and manage such children or can be properly referred
| Conclusion|| |
The study revealed that the most of the teachers had highly favourable attitude towards children with learning ability even though their level of knowledge regarding learning disability was low and higher level of knowledge was associated with positive attitude. Based on the assessment, the researcher prepared a Self Instructional Module, which explains the meaning, types, management and role of teachers in the care of such children. A Self Instructional Module was developed and distributed among the teachers after the data analysis to correct their knowledge deficit.
| References|| |
Esther SS . A Study to determine the effectiveness of teaching strategies for primary school teachers on selected health problems among school children in Anekal Taluke, Karnataka State, Rajiv Gandhi University, Bangalore, India ;1998.
Mony EH. A Study to assess the knowledge and to evaluate the effectiveness of planned teaching programme on Attention Deficit Hyperactivity Disorder for school teachers in selected rural area, Namakal District, Tamilnadu; 2003.
American Psychiatric Association. DSM-IVTM. 4THed. New Delhi(India):Jaypee Publishers;2000.
[Table 1], [Table 2], [Table 3], [Table 4], [Table 5]