An Examination of Elementary School Teachers' Awareness of Learning Disabilities
DOI:
https://doi.org/10.52783/jns.v14.3007Keywords:
Learning Disabilities, Elementary School Teachers, Teacher Awareness, Inclusive Education, Special Education Training, Instructional Adaptation, Early InterventionAbstract
Learning disabilities are a big challenge in elementary education, with teachers needing specialized knowledge and awareness to identify them early and treat them effectively. This research seeks to determine the awareness of elementary school teachers regarding learning disabilities, specifically in identifying symptoms, adjusting instructional approaches, and providing support to students with learning challenges. The study utilizes a mixed-method design using a structured questionnaire to collect information from 450 elementary school teachers who were selected using stratified random sampling. Statistical methods like regression and ANOVA were utilized to examine the data. The results vary in the degree of awareness among teachers depending on variables like age, level of teaching experience, level of education, and special education training received earlier. Though a vast number of respondents had received training in special education, inconsistencies existed in their capacity to differentiate learning disabilities from academic difficulties. The research emphasizes the importance of overall professional development programs, focused training modules, and policy interventions to fill knowledge gaps and improve inclusive education practices. Enhancing teacher awareness and capability in managing learning disabilities is essential to create a supportive and equitable learning environment that allows all students to achieve their full potential.
Downloads
Metrics
References
Alahmadi, N. A., & El Keshky, M. E. S. (2019). Assessing primary school teachers’s knowledge of specific learning disabilities in the Kingdom of Saudi Arabia. Journal of Educational and Developmental Psychology, 9(1), 9-22.
Al-Yagon, M. (2012). Adolescents with learning disabilities: Socioemotional and behavioral functioning and attachment relationships with fathers, mothers, and teachers. Journal of youth and adolescence, 41, 1294-1311.
Cox, B. A. (2016). Explaining the difference in the self-esteem of students with learning disabilities who receive pull-out services and those who do not receive pull-out services in a private school setting.
Garbutt, G. W. (2018). Teachers’awareness And Support For Learners With Learning Disabilities For Effective Inclusive Education In Public Primary Schools In Trans-Nzoia County, Kenya (Doctoral dissertation, University of Eldoret).
Ghimire, S. (2017). Knowledge of primary school teacher regarding learning disabilities in school children. Journal of Nobel Medical College, 6(1), 29-35.
Kakabaraee, K., Arjmandnia, A. A., & Afrooz, G. A. (2012). The study of awareness and capability of primary school teachers in identifying students with learning disability in the province of Kermanshah. Procedia-Social and behavioral sciences, 46, 2615-2619.
Konuk Er, R., Arslantas, S., & Kurnaz, A. (2023). Examination of Pre-School Teachers' Knowledge Levels of the Symptoms of Learning Disability According to Different Variables. International Journal of Educational Methodology, 9(1), 215-226.
Lipka, O., Khouri, M., & Shecter-Lerner, M. (2020). University faculty attitudes and knowledge about learning disabilities. Higher Education Research & Development, 39(5), 982-996.
Menon, K. P. (2016). Awareness on Learning Disabilities among Elementary School Teachers. Asian Journal of education and training, 2(2), 78-83.
Monsen, J. J., Ewing, D. L., & Kwoka, M. (2014). Teachers’ attitudes towards inclusion, perceived adequacy of support and classroom learning environment. Learning environments research, 17, 113-126.
Washburn, E. K., Mulcahy, C. A., Musante, G., & Joshi, R. (2017). Novice Teachers' Knowledge of Reading-Related Disabilities and Dyslexia. Learning Disabilities: A Contemporary Journal, 15(2), 169-191.
Downloads
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution 4.0 International License.
You are free to:
- Share — copy and redistribute the material in any medium or format
- Adapt — remix, transform, and build upon the material for any purpose, even commercially.
Terms:
- Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
- No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
