Efficacy of Specific Learning Disorder Manual: A Pretest-Posttest Survey Among Primary School Teachers

Abstract

Background: Specific learning disorder (SLD) is a neurodevelopmental disorder that are generally typically diagnosed in school going children. The teachers play a pivotal role in identifying SLD. Aim: The present study aimed to develop a manual for primary school teachers on SLD and to investigate the efficacy of the manual by conducting a pre and post-test survey. Method: The developed SLD manual consisted of signs and symptoms, causes, assessment, and rehabilitation. A questionnaire was constructed based on the developed manual which consisted of 34 questions. A pre-test survey was carried out, after which the manual was given to the participants and given two weeks’ time to go through the manual, after which posttest survey was conducted. Results and discussion: The results revealed that primary school teachers had somewhat moderate level of understanding about SLD. They were not aware about symptoms, rehabilitation options and no in-depth knowledge about SLD. Their performance improved significantly after they referred the manual and all of them opined that there is a need for in-depth education for primary school teachers about SLD. To conclude, primary school teachers lack adequate knowledge about SLD. Since teachers are the primary identifiers of academic difficulties of children, their expertise is of utmost significance because it involves the identification of SLD’s at the initial stage. Therefore, a manual about SLD will definitely uplift the knowledge levels of teachers and help in early identification & intervention of SLD. Key words: Specific learning disorder, Awareness, Identification, Early intervention

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