Knowledge and practices of school teachers toward learning disabilities: An observational study in a district of Kerala, South India.

Abstract

Learning disabilities (LDs) can adversely affect a child's academic and social development if not identified and addressed early. Teachers are pivotal in recognizing LDs and implementing classroom strategies. Their knowledge and practices significantly influence inclusive education outcomes. To assess the knowledge and practices of schoolteachers regarding learning disabilities and determine associated factors. An observational study was conducted among 100 randomly selected teachers from government and private schools in Ernakulam district, Kerala. A self-structured, validated questionnaire assessed knowledge (15 items), and practices (12 items). Teachers with prior LD training were excluded. Responses were categorized as excellent (>80%), good (50%-80%), or poor (<50%). Data was analyzed using SPSS version 20. Most participants were female (72%) and aged 31-40 years. The majority held B. Ed qualifications and taught both primary and secondary levels. About 72% had identified students with LDs, and 66% reported the presence of school counselors. Knowledge scores were good in 77%, excellent in 12%, and poor in 11%. Knowledge was significantly associated with sex and subject taught (<i>P</i> = 0.011 and <i>P</i> = 0.002). Practice levels were good in 76%, poor in 21%, and excellent in only 3%. While practice was not linked to demographic factors, it was significantly associated with knowledge levels (<i>P</i> = 0.013). Most teachers demonstrated good knowledge and practice, though excellence was limited. The strong association between knowledge and practice underscores the importance of training. Notably, 80% of teachers expressed interest in further LD education, indicating readiness for professional development.