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American Journal of Advances in Nursing Research

Volume 12, Issue 2, 2025
Mcmed International
American Journal of Advances in Nursing Research
Issn
XXX-XXXX (Print), 2349 – 0691 (Online)
Frequency
bi-annual
Email
editorajanr@mcmed.us
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Abstract
Title
A STUDY TO ASSESS THE EFFECTIVENESS OF PLANNED TEACHING PROGRAM ON KNOWLEDGE REGARDING LEARNING DISABILITIES IN PRIMARY SCHOOL CHILDREN AMONG PRIMARY SCHOOL TEACHERS IN SELECTED SCHOOLS AT KANNIYAKUMARI DISTRICT
Author
Ida Divya Sherly E1*, Sheeba Chellappan
Email
idasherly@gmail.com
keyword
Planned Teaching Program, Knowledge, Learning Disability.
Abstract
Children are the mirror of the nation; if they are physically and psychologically healthy, then they can excel in all realms of life. Learning disability is a heterogeneous group of disorders that exhibit difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning, or mathematical abilities. Teachers play a vital role in the early diagnosis of learning-related disabilities. Regrettably, most of the symptoms of learning disability are either ignored or misinterpreted as a child's personality. This is because of a lack of understanding about learning difficulties among primary school teachers. This study aims to assess the effectiveness of the planned teaching program on knowledge regarding learning disabilities in primary school children among primary school teachers. Methods: This was a descriptive study with a non-experimental design conducted among teachers working in a primary school using a convenient sampling technique Results: Among 30 participants,8 teachers showed inadequate knowledge, 19 teachers showed moderately adequate knowledge, and 3 had sufficient knowledge. After the planned teaching program, the knowledge level of teachers was gained from 5 teachers who had moderately adequate knowledge and 25 teachers who had adequate knowledge. There is a significant association between knowledge level and demographic variables such as age and years of experience. There was a significant improvement in the level of knowledge regarding learning disability among primary school teachers
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