Abstract :
Background and Aims: Learning disability (SLD) comprises a heterogeneous group of disorders with the main impairment being cognitive processing manifested by significant difficulties in the acquisition and use of skills such as listening, speaking, reading, reasoning, writing or mathematical skill. This leads to challenges in academic performance and has psychosocial implications. Trained teachers who have positive attitude and practical knowledge concerning individual needs (physical, emotional and intellectual) and problems can prevent and manage emotional and psychosocial problems of young children. In India the prevalence of specific learning disability in India ranges from 5%–15% in various studies. Identification of disorder prior to school age is difficult due to the instability of results obtained from formal testing procedures. Teachers are the first person to notice that the child is not learning as expected.
Materials and Methods: The research design adopted for this study was pre experimental one group pre testpost test research design and research approach adopted for this was to qualitative approach. The sample was 100 primary school teachers. Non probability purposive sampling technique was used. Data was collected by using structured knowledge questionnaire consisting of two sections, Section I – Socio-Demographic variables & Section II – Structured knowledge Questionnaire.
Result: The mean of post-test knowledge scores was 26.6 which is significantly higher than mean of pre-test knowledge scores of 12.4. Standard deviation of post-test score and pre-test score is 9.4 and 13.3 respectively. The computed paired “t” value (18.67, df=99 at the level of P= 0.05) is greater than table value (1.66) which represents significant gain in knowledge. Hence the hypothesis RH is accepted. It is evident from the results that RH: There will be significant association between the pretest knowledge score and selected demographic variables at the level of P? 0.05. is accepted as there is significant association between pretest knowledge score and selected demographic variables like educational qualification, years of experience, child psychology in syllabus and attended in-service education.
The study revealed that the level of knowledge regarding learning disability was low among school teachers in pretest and there was significant gain in knowledge in post test. Thus the study results revealed that self-instructional module is an effective instructional method to improve the knowledge level of primary school teachers regarding learning disabilities.
Keyword :
Self-instructional module, Primary school teachers, Learning disabilities