Self-Instructional Module On Learning Disabilities Awareness And Effectiveness Among Elementary School Teachers In Kanchipuram District In Tamil Nadu

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Joseph Tity , Ponnusamy Pangajam , Mariaselvam Mathew Arumai


Introduction: Learning disabilities (LD) are a collection of many conditions that impair a person’s ability to acquire, organise, maintain, comprehend, and communicate verbally and nonverbally. In India, LDs are highly prevalent among children aged 5-7 years, and they have been undiagnosed due to a dearth of awareness among teachers and parents. With this pretext, the study was undertaken with the aim of identifying the knowledge of the elementary school teachers in Kattankulathur block. Methods: Pre and post-test study design was espoused for study with elementary school level teachers in various schools. The study subjects included both male and female teachers in the Chengalpattu district. A list of 252 teachers, representing 3 different schools, was prepared using the systematic random sampling method. To educate the LDs, a self-instrumental model was used. Descriptive, univariate, and bivariate analyses were performed. A chi-square test, a t-test, and two-way Anova tests were employed to ascertain associations between the pre and post results of the subjects. Results: The total mean knowledge score of the pre-test results of the subjects was 9.67 (SD4.18), whereas the mean total knowledge score of the post-test results was 17 (SD3.53). Conclusion: The current study establishes that primary school teachers employed in a variety of schools have an average level of awareness concerning learning difficulties. Their knowledge level increased significantly following the introduction of the self-instrument model.

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