International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

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Awareness of Specific Learning Disorder Among Lower Primary School Teachers in Government Schools of Delhi

Author(s) Tanya Singh, Dr. Rohila Shetty, Dr. Vini Abhijith Gupta
Country India
Abstract Specific Learning Disorder (SLD) is a neurodevelopmental condition affecting children's capacity to read, write, and perform mathematical operations despite adequate intelligence, instruction, and educational opportunity. Early identification depends critically on teacher awareness, particularly in resource-constrained government school settings. The present study aimed to assess SLD awareness among lower primary school teachers in government schools of Delhi. A cross-sectional descriptive design was adopted. One hundred lower primary school teachers (Classes I–V) were recruited through purposive sampling. A validated, self-structured 30-item questionnaire administered via Google Forms comprising of two sections: 15 Yes/No items (Section B) and 15 Multiple Choice Questions (Section C). Results revealed a high overall mean awareness of 91.6%. Item-wise analysis showed that while conceptual awareness was strong, all participants correctly identified the importance of early support and the teacher's role in identification of specific functional identification skills were comparatively weaker, most notably the recognition of oral reading avoidance as a behavioral indicator of reading difficulty (61%). An independent-samples t-test revealed no statistically significant difference in awareness scores between formally trained and untrained teachers. Likewise, there was no significant effect of teaching experience on awareness. The study has direct implications on Audiology and Speech-Language Pathology, particularly in designing teacher-speech language pathologist (SLP) collaborative training programs and school-based SLD screening frameworks.
Published In Volume 8, Issue 3, May-June 2026
Published On 2026-06-23
DOI https://doi.org/10.36948/ijfmr.2026.v08i03.82106
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CrossRef DOI prefix of IJFMR is 10.36948/ijfmr

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