Soumya 2nd PG

A Descriptive Study to Assess the Knowledge and Attitude of
School Teachers regarding Learning Disabilities Among

Children in Selected Schools at Bangalore.
by
Roja Princy
Dissertation Submitted to the

Rajiv Gandhi University Of Health Sciences, Karnataka, Bangalore.
In partial fulfillment
of the requirements for the degree of
Master of Science in Nursing

in
Psychiatric Nursing
Under the guidance of

Prof. Bheemappa T. MSc (N)
Dept. of Psychiatric Nursing

Sarvodaya College of Nursing
Vijayanagar, Bangalore
(Affiliated to Rajiv Gandhi University of Health Sciences, Karnataka)
November 2005
i
Rajiv Gandhi University of Health Sciences, Karnataka, Bangalore.
DECLARATION BY THE CANDIDATE
I hereby declare that this dissertation / thesis entitled "A Descriptive Study to Assess
the Knowledge And Attitude Of School Teachers Regarding Learning
Disabilities Among Children In Selected Schools At Bangalore" is a bonafide and
genuine research work carried out by me under the guidance of Prof. Bheemappa T,
Principal & Head of the Department, Psychiatric Nursing, Sarvodaya College Of
Nursing, Bangalore.
Date: Signature of the Candidate
Place: Roja Princy

CERTIFICATE BY THE GUIDE
This is to certify that the dissertation entitled “A Descriptive Study to Assess the
Knowledge And Attitude Of School Teachers Regarding Learning Disabilities
Among Children In Selected Schools At Bangalore" is a bonafide research work
done by Roja Princy in partial fulfillment of the requirement for the degree of Master
of Science in Nursing.
Date: Signature of the Guide
Place: Prof. Bheemappa T. MSc(N)

Principal and HOD
Dept. of Psychiatric Nursing
ENDORSEMENT BY THE HOD, PRINCIPAL/ HEAD OF THE
INSTITUTION
This is to certify that the dissertation entitled "A Descriptive Study to Assess the
Knowledge And Attitude Of School Teachers Regarding Learning Disabilities
Among Children In Selected Schools At Bangalore" is a bonafide research work
done by Roja Princy under the guidance of Prof. Bheemappa T, Principal and
Head of the Department, Psychiatric Nursing, Sarvodaya College Of Nursing,
Bangalore.
Seal & Signature of the Seal & Signature of the

HOD Principal
Prof. Bheemappa T. MSc(N) Prof. Bheemappa T. MSc(N)
Date: Date:
Place: Place:
COPYRIGHT
Declaration by the Candidate
I hereby declare that the Rajiv Gandhi University of Health Sciences, Karnataka shall
have the right to preserve, use and disseminate this dissertation/ thesis in print or
electronic format for academic/ research purpose.

Place: Roja Princy
© Rajiv Gandhi University of Health Sciences, Karnataka.

ACKNOWLEDGMENT
No one can lead a life apart

Untouched by others lives
My life is not just my own design but
Part of all the rest that pass my way
And each of them in part of mine
It is my pleasure and pride to record my solitude and thanks to those who have
contributed to the successful completion of this endeavour.
First I thank Lord Almighty who blessed and guided me throughout my life.
Investigator wishes to acknowledge her thanks to
Mr. Narayanaswamy, Chairman, Sarvodaya College of Nursing for providing an
opportunity to advance my education in this institution.
Prof .Bheemappa MSc (N), my guide for his expert and sincere effort in inspiring to
commence the study and for his esteemed mentorship in accomplishing the study.
Prof. Rajashekaraiah , the co guide for his expert guidance and help given for the
completion of my study.
Mr. Narayanan who helped in doing all the official and university works.
Mrs. Hilda E Mony MSc (N) for her enthusiastic motivation and valuable suggestions
extended whenever I was in need.
Prof. Hemaletha MSc (N), for her intelligent and analytical perusal at every stage of
this study.
Prof. Victoria Selva Kumari (HOD Medical Surgical Nursing), Prof. Suganthi( HOD
Community Health Nursing), Mr. Amal Xavier( Principal Oriental College Of
Nursing),Mrs. Fermina MSc (N), Ms Remya MSc( N) and other teaching and non
teaching staff of Sarvodaya College of Nursing for their support extended during the
entire course of my study.
Prof. Chamnalkar and Prof. Chitra former Principal and Vice Principal for their
guidance and support during early days of the study.
Dr. Nagarajaiah, Assistant Professor, NIMHANS for spending his valuable time and
for extending his expert opinions.
Dr. Ramesh, Statistician for helping me in doing statistical works and enriching the
coherence of statistics.
To all the experts who validated the tool and provided constructive and valuable
opinions.
The librarian of Sarvodaya College of Nursing, NIMHANS library and Indian
Medical Association, Bangalore for their assistance in literature reviews.
All the school authorities for granting me permission to conduct the study and school
teachers who cooperated whole heartedly with me in conducting the study.
My mother for her kind unconditional help and priceless encouragement from the
time of my birth till now.
My mother in-law for her moral support and encouragement.
My husband for being my anchor of strength and motivation.
My children for the tolerance and patience they had shown in my absence.
Mr. Fran, brother in law for all the patient direction and the assistance in computer
works.
Mrs. Nija , my sister for her sincere love , prayer and moral support.
All my Classmates especially Abhilash R C, Magbool Pasha and Seena for the help
they extended whenever needed.

Place: Roja Princy
List of Abbreviations used
et al. And others
B.Ed Bachelor of Education
= Equal to
≤ Greater than or equal to
≥ Less than or equal to
LD Learning Disability
M.Ed Masters Degree in Education
SIM Self Instructional Module
SD Standard Deviation
∑ Summation of
UNICEF United Nations International Children’s Emergency Fund
WHO World Health Organization

ABSTRACT
Background
Today’s children are tomorrow’s citizens. They are in a continuous process of growth
and development. Any alteration in its course leads on to developmental disorders.
Of the developmental disorders learning disability plays a significant role as a silent
handicap among children. It is estimated that 4-5% of students in school have learning
disability. Learning Disability is” A disorder that affect people’s ability to either
interpret what they see and hear or to link information from different parts of the
brain. Such difficulties extent to school work and can impede learning to read, write
or do math”. As there are no specific test to identify children with learning disability,
health professionals have to rely mainly on teacher’s report for its diagnosis. Previous
studies have proved that teacher’s attitude towards such children have great influence
towards their recovery.
Objectives
1. To assess the level of knowledge of teachers regarding learning disabilities among

children.
2. To measure the attitude of school teachers towards children with learning

disabilities.
3. To associate the knowledge of school teachers with selected socio demographic

variables.
4. To associate attitude of school teachers with selected socio demographic

variables.
5. To correlate the knowledge and attitude of teachers regarding learning disability.
6. To develop a ‘Self Instructional Module on Learning Disabilities ‘for teachers.

Method
A descriptive research design was adapted to conduct the study. Target population
was primary school teachers in Bangalore. A structured questionnaire for knowledge
and attitude scale for attitude assessment was used. Tool consisted of
1. Socio demographic Variables
2. Knowledge Questionnaire
3. Attitude Statements
Expert opinion and pilot study was conducted for the purpose of validity and
reliability of the tool and was found to be feasible and valid.60 samples were selected
from the target population by convenient sampling. Data was collected and analyzed
using mean, median, percentage, SD, Chi square and Coefficient correlation and
presented in the form of tables and diagrams.
Results
The study revealed that major portion (35%) of primary school teachers belonged to
the age group 30-35 and of these 93% were females. Majority of them (75%)
possessed B.Ed degree. Nearly half of them (48.33) had less than 5 years of teaching
experience.91.67% studied child psychology in their curriculum but very few (8%)
had opportunity to attend in service educations on problems of learning. No teachers
had opportunity to teach such children. Chi square revealed a significant association
(P<0.05) between knowledge and Educational qualification. Significant association
was identified between attitude and age of the subjects also. The study revealed that
none of teachers had excellent knowledge on learning disability but almost all
(98.3%) had highly favourable attitude towards such children. A positive correlation
(r = +0.83) was identified between knowledge and attitude of teachers towards

children with learning disability. A Self Instructional Module was developed and
distributed among the teachers to improve their knowledge on this aspect.
Interpretation and Conclusion
The study revealed that the level of knowledge regarding learning disability was low
among school teachers but in general, most of them had highly favourable attitude
towards such children. A positive correlation was identified between knowledge and
attitude score of teachers on the subject.
The study concluded that need for providing knowledge on learning disability is an
important strategy to utilize teachers as effective contributors towards child mental
health services.
Keywords – Leaning disability; Attitude; Knowledge; Disabled Children ;School teachers

TABLE OF CONTENTS
1. INTRODUCTION 1
2. OBJECTIVES 15
3. REVIEW OF LITERATURE 16
4. METHODOLOGY 27
5. RESULTS 37
6. DISCUSSION 62
7. CONCLUSION 66
8. SUMMARY 70
9. BIBLIOGRAPHY 74
10. ANNEXURE 79
LIST OF TABLES
Sl No Tables Page No
1. Frequency and percentage distribution of subjects according to
age in years 40
sex 41
3 Frequency and percentage distribution of subjects according to
educational qualification 42
years of experience 43
marital status 44
presence of Child Psychology in their curriculum age in years 45
In service education 46
their experience in teaching children with learning disability 47
9 Statistical inference based on the Chi square test between
above and below mean of knowledge score of subjects based 49
on each demographic variables
10 Statistical inference based on the Chi square test between
above and below mean of attitude score of subjects based on 53
each demographic variables
11 Frequency and percentage distribution of subjects on level of
knowledge score 56
12. Mean and SD distribution of knowledge score on various areas
of learning disability 58
attitude score on learning disability. 59
14 Mean and Coefficient of Correlation between knowledge and
attitude score of teachers regarding learning disability 61
LIST OF FIGURES
SL NO Figures Pages
1. Conceptual frame work 15
2. Schematic representation of research plan 30

3. Pie diagram representing the percentage 40
distribution of subjects according to age in
years
distribution of subjects according to gender
distribution of subjects according to
educational qualification
6. Bar diagram representing the percentage 43
distribution of subjects according to years of
experience
distribution of subjects according to marital
status
distribution of subjects according to the
presence of Child Psychology in the
curriculum
distribution of subjects according to In
service education
distribution of subjects according to level of
knowledge
11. Bar diagram representing the mean 58
percentage score of knowledge on various
areas of on learning disability
distribution of subjects according to their
level of attitude towards learning disabled
children
13 Scattered diagram on correlation between 62
knowledge and attitude score of school
teachers towards learning disability
1. INTRODUCTION
Guru Brahma, Guru Vishnu, Guru Devo Maheswarah
Guru Sakshath Para Brahma, Tasmai Sree Guruve Namaha
The Hindu philosophy places teacher on a pedestal - even above God and just after
the parents. Children spend most part of their working hours in school with teachers
who play an important role in moulding their future. A teacher is responsible for the
integrated all round development of a child. Like a gardener, he provides all suitable
conditions for their best growth.
According to Mahatma Gandhi, ‘’Education means an all round drawing out of the
best in child and men – body, mind and spirit” 1. Only an efficient and an
understanding teacher can identify the capacities, strength, and weakness innate in
each student.
Jones Elizabeth Pryce states that children are at school for a large part of their vital
time for the emotional and physical development. School provides a setting for the
development of friendship, socialization and for the introduction and reinforcement of
behavior 2. Change of behavior in the desired direction is termed as learning. Learning
is a very complex brain function of understanding, recalling, and utilization of this
knowledge in the future. The capacity to learn varies from individual to individual -
even among children of the same age and intellectual ability. Without proper
knowledge and perception regarding this reality, all parents and teachers force the
children to come out with first rank.
1
‘’The quality of children’s life solely depends on the type of family environment,
school and neighborhood ‘’ - Dr. R. Parthasarathy 3. Unhealthy social surrounding can
put them into stress and can increase their vulnerability to develop emotional
disorders. Devivasigamani reported a prevalence rate of 20-33 % of psychiatric
disorders in school children in Indian setting. Among them Learning Disorder
constitute 3-7%3.
The term “Learning Disability” came to use in the1960’s. Learning Disability is also
termed as “Specific Academic Skill Disorder” or “Specific Learning Disability”4.
National Joint Committee on Learning Disability defines Learning Disability as “ A
heterogeneous group of disorders manifested by significant difficulties in the
acquisition and use of listening, speaking, reading, writing, reasoning or mathematical
abilities” 5.
The 4th version of Diagnostic and Statistical Manual (DSM-IV) of mental disorders
refers these disabilities as learning disorders rather than academic skills disorders and
mentioned under the section called “disorders first diagnosed in infancy, childhood or
adolescence”4.
According to UNESCO records (1998) in European countries, the percentage of
students learning in special schools ranges between 2.5 and 4.5 and 10 – 15 % of the
school age population is in special educational need, which includes defects of
speech, major behavioral problems, and various forms of Learning Disabilities. 4.5%
of students (2.8 million) in schools had been identified as having learning disabilities.
Ethnic/racial breakdown of students with learning disability underscore the fact that it
is a serious national problem and cannot be attributed to poverty, immigration or
locality6.
Identification of disorder prior to school age is difficult due to the instability of results
obtained from formal testing procedures. Teachers are the first person to notice that
the child is not learning as expected. They often exhibit some challenging behaviors
also. There is no magic bullet to cure Learning Disability. Shaw and Mac Guire
stated that for students with Learning Disabilities skills such as “Planning,
Monitoring, Regulating and Scheduling” are difficult 7. These students require
continuous help to adapt to learning situations. Selvin in an analysis of challenging
behaviors among people with Learning Disability suggest that these children are a
major challenge for teachers and members of caring families 7. The successes of these
children are determined by the response of the school personnel to the needs of these
children.
The previous studies indicate the need for a multidisciplinary approach and
empowerment for the care of the learning disabled children 7. Maximum improvement
can be achieved only by the combined effort of Medical and allied professionals,
parents, and teachers. These beliefs permeated and guided the role of teachers - from
assessment to evaluation. According to National Centre for Learning Disorder,
‘‘Teachers are the essential link between children with learning disorder and the
interventions that help them. There is no student with learning disorder who cannot
learn, if a teacher has received appropriate training and is willing to spend time ,
using his/ her expertise to reach and teach that child’’ . It supports the value of team
work in all aspects for caring people with Learning Disability 8.
Trained teachers who have positive attitude and practical knowledge concerning
individual needs (physical, emotional & intellectual) and problems can prevent and
manage emotional and psychosocial problems of young children. Abdal Haqq stated
that ‘Teachers need to be trained to identify students who need intervention , to
handle problems in class room, to locate sources of help for students , to take part in
the collaborative process and to view themselves as part of a team effort to address
the academic , social and healthy development of students3.
It is seen that even with increased resources child and adolescent mental health
services alone are unlikely to be able to meet the needs of children with behavioral
and psychological problems. Hence the schools form the logical point of intervention
for child mental health professionals. As reported by UNESCO (1998), there are
almost 43 million teachers out of which 23.9 million in primary school level. The size
alone of the teacher population is of public health significance6.
In a country like India where resources are very limited, better and efficient utilization
of the available resource is the only solution for the problem. Realization of this
reality paved the way for the 9th conference of Central Council of Health and Central
Family Welfare Council to declare that “The teachers should be trained for observing
and screening students for defects and deviations from normal health to maintain
effective surveillance and for providing supportive health education for the prevention
of health problems by developing desirable health habits”9.

Need for the study
“It is our responsibility to ensure bright future for today’s children so that
tomorrow’s society will benefit” - Dan Offord
Children are the Nation’s supremely important asset. They determine the future of the
nation. Any input into the health of the children today will be an investment since
they are the adults of next decade 9. According to WHO “Children are a priceless
resource and that any nation which neglect them would do so at its peril’’. WHO day
spot light the basic truth that we must all safeguard the healthy minds and bodies of
the world’s children, as a key factor in attaining Health for all by 2010 AD10.
According to Pieron, “A child at birth is a candidate for humanity, it cannot become
human in isolation”11. A child is born as a raw material with all potentials for the
psychosocial development. The development is based on the healthy learning process
especially during childhood. A child’s physical and mental health is important for
his/her positive development beginning from birth12. Although learning starts from
birth, formal learning takes place in school under the guidance of teachers. It is
generally observed that 2/3 rd of child’s life time is spent in school. So teacher’s role
in creating efficient citizen is significant. Effectiveness and competence of a teacher
are influenced by certain non academic factors which were not taken into account like
perception, orientation and attitude of the learner and teacher13.The experience of the
school hours markedly influence the development of the total individual - including
the health ,values, attitudes , behaviors and confidence. According to Parthasarathy
“Next to the family, school related experiences affect the social, emotional and
intellectual development of the child”3. However, some disabilities do arise in the
learning process which in turn causes secondary emotional, social and family
problems.
Children under 15 years of age constitute 40% of the total population. The World
Health Organization had declared that as one in five children in the world have
handicap, it is a ‘serious obstacle to a child’s development’ In industrialized countries
such as United States, prevalence rates for childhood chronic illness and disabilities
has been estimated at 10% 14. Around the world, the number of children suffering from
mental disorder is in the range of 10-12%. Mental disorders account for the 10 th
leading causes of disability in the world of children aged 5 years and above12.
Prevalence rate of 20-33% of psychiatric disorders in school children has been
reported in Indian setting. 7% of them are developmental disorders according to
Dr. Prasad M. Among them Learning Disabilities constitute 1 in 10 children 12. In
developing countries like India, every section of the school is likely to have around
15-25% of students, who are not able to maintain a satisfactory scholastic
performance in school3.
Philip J identified a sheer force of number of children with various developmental
disorders. According to him most developmental disorders like learning disabilities
are “silent handicap” and go unidentified. Such children may not progress in life
unless timely remedial help is given15.
According to National Institute of Health “Learning Disability is a disorder that
affects people’s ability to either interpret what they see and hear or to link information
from different part of the brain. Such difficulties extend to school work and can
impede learning to read, write or do math.”16.
Coordinated campaign for Learning Disability defines it as “A neurological disorder
in which a person’s brain works or is structured differently”17.
Wagner et al. would purport that identification of Learning Disability begins when
parents or teachers suspect that a student is having problem coping with everyday
school tasks because it is always an educational one. The teacher’s rapport with a
learning disabled child is proved to be vital in helping the child succeed. According to
Learning Disabilities Services, students can greatly benefit when the teacher takes a
little time and thought to accommodate these needs17. These students may need
accommodation in some class room activities, assignments and exams. Making the
child aware of a disability is a great service to the child. Unless such children are
identified and properly treated, they may develop secondary emotional, social and
family problems.
It is in this context, the importance of a teacher become vital in safeguarding and
promoting the mental health of children and early identification of deviations from
normal. The school is one of the most organized and powerful systems in the society
which presents opportunity to work through it and to influence the health and
wellbeing of those who come in contact with it. This is especially true in Indian
setting where there is considerable shortage in mental health facilities for children.
The major constraint faced by Learning Disabled appears to be the lack of proper
knowledge and positive attitude exhibited by professionals within the field of
education. Many teachers are having a tendency to label these children as being stupid
or lazy. Such ill treatment can lead to the development of secondary emotional
problem, behavioral problems, and reduction in self-esteem and high suicidal rates.
Huntington and Bender concluded that adolescents with learning disabilities
experience higher levels of trait anxiety and have higher prevalence of somatic
complaints. Some studies from United Kingdom also found that the learning disabled
children were more shy, seeking help and were more victims of bullying18 .
The growth in the number of children with disabilities exceeds the growth in both the
resident population and the school enrollment. But according to Prasad M, the Mental
Health Services available to provide psychological care to emotionally disabled
children in India is very meager 3. WHO insisted on the fact that, mental health
program should utilize trained teachers to improve the psycho – social aspect of the
school children. Mental Health inputs in the School Health Program is likely to play a
major role in the amelioration of social, behavioral and learning problems in school
children19. Research studies supported the use of teacher ratings for initial screening
and identification of students at high risk for social-behavioral problems. As a method
of management teacher must assess their ability, interest, creativity and commitment
to the specific field areas of the human endeavour17. This process utilizes the
teacher’s knowledge of the child through observations of student behaviors within the
learning environment. While dealing with underachievers, this knowledge will help in
differentiating children who are lazy and will not do the work or teach disabled who
cannot do the work

Samson says, ‘’Today’s children are tomorrow’s citizen and leaders. The resources
spent on their care is an investment for the future’’ 14. So the country should be ready
to spend much attention and time to evaluate and give adequate orientation in the
early diagnosis of common learning problems of children. Thus teachers will be a
dynamic force, instrumental and indispensable to mental health team for promoting
and preventing mental disorders.
The researcher during school health programs noticed that all the students were forced
to follow the same syllabus irrespective of their difference in the capacity to learn.
Students who were weak in their scholastic performance were labeled as lazy .No
attempt was made to identify any pathology behind their poor performance. Without
knowing that poor performance can be a brain disorder, teachers were ill treating them
which in turn further reduced their confidence. Similarly no attempt was made to
identify and foster their capabilities in other fields. Hence researcher felt that it is
important to understand the knowledge and attitude of teachers towards the child’s
disabilities. Moreover related studies were found to be very few in Indian setting.
These observations inspired the researcher to select this topic for the study.
Statement of the problem
A Descriptive Study To Assess The Knowledge And Attitude Of School Teachers
Regarding Learning Disabilities Among Children In Selected Schools At Bangalore.
Operational Definition
Teachers: Those who are giving formal teaching from class 1 to 5
Knowledge: Refers to understanding and awareness gained by training and
experience regarding meaning, incidence, causes, clinical features,

diagnosis and management of learning disability as elicited by
knowledge questionnaire.
Attitude: The expressed feeling, beliefs and interest of teachers towards care of
children with learning disability as elicited by rating scale for attitude
statements.
Learning disability: Learning Disability is a disorder that affects people’s ability to
interpret what they see and hear which leads to difficulties that extend
to school work and can impede learning to read, write or do math.
Selected school: Private Schools having primary section (1 – 5 classes) which follow
syllabus adaptable for normal children.
Assumption
School teachers possess very limited knowledge on learning disability among
children.
School teachers have negative feeling towards children with learning disability.
Hypothesis
H1: There is significant association between knowledge of school teachers regarding
learning disabilities and selected demographic variables.
H2: There is significant association between attitude of school teachers towards
learning disabled children and selected demographic variables.
H3: There is significant correlation between knowledge and attitude among school
teachers regarding learning disability.

CONCEPTUAL FRAMEWORK
A conceptual framework is the processor of a theory. It provides broad perspectives
for nursing practice, research and education. Conceptual frame work plays several
interrelated roles in the progress of science. In nursing, conceptual model identify
concepts and describe their relationships to the phenomena of central concern to the
discipline. It helps to conceptualize and plan care19. Their overall purpose is to make
scientific findings meaningful and generalizable.
Polit and Hungler state that “A conceptual framework is an interrelated concept on
abstractions that are assembled together in some rational scheme by their virtue of
their relevance to a common theme. It is a device that helps to stimulate research and
the extension of knowledge by providing both direction and impetus “21.
The conceptual model used for the present study is Sister Callista Roy’s Adaptation
theory (Roy and Obloy 1979; Roy 1989).The Roy’s adaptation model focuses on the
response to the adaptive system to a constantly changing environment. Adaptation is
the central feature and a core concept of the model. Problems in adaptation arise when
the adaptive system is unable to cope with or respond to constantly changing stimuli
from the internal and external environments in a manner that maintains the integrity
of the system.
The person is identified as a bio psycho social being and as an adaptive system.
System is defined as ‘a set of parts connected to function as a whole for some
purpose, and it does so by virtue of the interdependence of its parts’. Adaptive means
that ‘human system has the capacity to adjust effectively to changes in the
environment and in turn affect the environment’ (Andrews and Roy 1991). In the
present study adaptive system is the teacher who has to adapt effectively to the
problems and difficulties of children with learning disabilities to manage them
properly.
The adaptive system has two major internal control processes called the regulator and
cognator subsystems. The regulator subsystem responds automatically through neural,
chemical and endocrine coping processes. The cognator subsystem responds to inputs
from internal stimuli that involve psychological, social, physical, and physiological
factors. Regulator cognator activity of the teachers towards children with learning
disability is influenced by his demographic factors and knowledge and attitude of the
teachers towards children with learning disabilities.
Regulator and cognator activity is manifested through coping behaviors in 4 adaptive
or response modes.
1. Physiological mode:- This is associated with the way the person responds as
a physical being to stimuli from environment. Behavior in this mode is the
manifestation of the physiological activities of all the cells, tissues, organs,
and systems comprising the human body. In the present study physiological
mode include features of increased stress.
2. Self concept mode:- Self concept mode encompasses perception of the
physical self and the personal self. It focuses on the need for psychic
integrity that is ‘the need to know who one is, so that one can be or exist
with a sense of unity’. In this study, confidence in guiding learning disabled
children and enhanced job satisfaction are included in self concept mode.
3. Role function mode:- This emphasizes the need for social integrity, that is
‘need to know who one is in relation to others so that one can act’. Roles are
classified as primary, secondary and tertiary. The primary role determines
the majority of behaviors engaged in by the person during a particular period
of life. Secondary roles are those that a person assumes to complete the task
associated with a developmental stage and primary role. Tertiary roles are
related primarily to secondary roles and represent ways in which individuals
meet the role associated obligations. Role function modes of coping
behaviours for the present study include arranging school health
programmes, Counseling for parents and students, Referral Services and
Frequent PTA meetings
4. Interdependence role:- This also emphasizes the need for social integrity.
Interdependence is a ‘way of maintaining integrity that involves the
willingness and ability to love and to accept love and respect given by
others.’ Here willingness of the teachers to accept the learning disabled
children as such and willingness to interact with their parents were with
coping behaviours.
Environment is defined as all conditions, circumstances and influences that surround
and affect the development and behavior of the person. Environment is viewed as
constantly changing and has internal and external components. The internal and
external environments in the form of stimuli are the inputs into the adaptive system.
The person and environment are in constant interaction with each other. The responds
to environmental stimuli are adaptive or ineffective. Teachers are in constant contact

with the changing environment of handling different types of students. If not able to
cope effectively, they develop problem in handling children with disabilities.
The nurse determines what demands are causing problems for teachers in identifying
and managing children with learning disabilities and assess how well they are
adapting to them. Nursing is directed at helping those who had ineffective responds
towards such children22.
Stimuli
Factors influencing the

management of LD by teachers
Self Concept Mode:
- Age
- Sex Physiological Mode:
Confidence in guiding
- Marital Status LD children, increased self
- Educational Increased Stress esteem
Qualificatio
n
- Years of Experience
- Inservice education
- Child psychology Coping Mechanisms
in the curriculum
Role function
Knowledge on LD regarding its mode:
- Meaning
Interdep- endance Mode:
- Incidence Arranging school health programs, counseling, ref services, PTA
- Etiology
- Diagnosis Willingness to accept LD children and interact with their parents
- Clinical Manifestation
- Management
Attitude towards LD
children
Adaptation
Ineffective Response
Adaptive response
Ineffective management of LD children by teachers
Effective management of LD SIM on
children Illtreating LD children
Neglecting LD children
Meaning of LD
- Early detection
- Referral Services Types of LD
- Counselling Management of LD Development of complications in LD children like
- Management Role of Teachers Emotional problems
in schools School dropouts
- Positive Attitude Reduced self esteem
Behavioural problems
Somatic complaints
Anxiety Disorders
Suicide
Fig 1: Conceptual framework based on Roy’s adaptation theory

2. OBJECTIVES
Topic for the study
A descriptive Study to” Assess the Knowledge and Attitude of School Teachers
Regarding Learning Disabilities Among Children” in Selected Schools At
Bangalore.
1. To assess the level of knowledge of teachers regarding learning disabilities
among children
2. To measure the attitude of teachers towards children with learning disabilities.
3. To associate the knowledge of teachers with selected socio demographic
variables.
4. To associate the attitude of teachers with socio demographic variables.
5. To correlate the knowledge and attitude of school teachers regarding learning
disability.
6. To develop a ‘Self Instructional Module’ on learning disability for teachers.

3. REVIEW OF LITERATURE
Review of literature is an integral component of any study. It provides an insight into
the various aspects of the problem under study .In conducting research, the literature
review facilitate selecting a problem and purpose , developing a conceptual
framework and formulating a research plan.
Literature review is a key step in the research process. Polit and Hungler defined
Review of literature as ‘’ a broad, comprehensive, in-depth, systematic and critical
review of scholarly publications, unpublished scholarly printed materials, audio visual
material and personal communication ‘’21.
According to Basavanthappa,”It refers to an extensive, exhaustive, systematic
examination of publications relevant to the research project”23.
The investigator did an extensive review of the research and non research literature
related to the present study and made an attempt to contribute to a deep insight into
the problem area and methodology. In order to accomplish the goal in the present
study, an attempt has been made to review and discuss the literature under following
sub headings
a) Studies related to Learning Disability
b) Studies related to knowledge of teachers related to Learning Disorders
c) Studies related to attitude of teachers related to Learning Disorders
d) Studies related to relationship between knowledge and attitude

Studies related to Learning Disability
ICMR reported that among 1835 children who were attending Child Guidance Clinic
on whom study was conducted , 37% had neurotic disorder , 12% had Mental
retardation , and 7% had development disorders 14% had Epilepsy , and 25%
Psychosis14.
US Department of education ,in a survey among children enrolled in Public schools
identified that approximately 5% of them are affected by learning disability of this
reading disability constitute 3-15%.Over 40% of the 4th grade students perform below
basic levels on National Assessment of Educational Progress. The study concluded
that for about ½ of American children, learning to read is a much more formidable
challenge and for at least 20-30% of these youngsters reading is one of the most
difficult task that they will have to master through out their life24.
Executive Summary of National Research Council in a study shows that, Learning
Disability do not fall evenly across racial and ethnic group-that is in 2001, 1% of
white children and 2.6% of non Hispanic black children were receiving Learning
Disability related specific education services. It is also estimated that Dyspraxia affect
at least 2% of general population and about 70% of those affected are males. But 60%
of them remained undiagnosed8.
Individuals with Disabilities Education Act (IDEA) served 2817148 students (ages
6-21) with specific learning disabilities in 1998-99 compared to 2062076 students in
1989-90. This represent a 36.6% increase in cases. The analysis of data found that
among learning disabled, school drop outs were 44.9% in women and 57.6% in
males6.
Margot P et al in conducted a longitudinal study with case and control among 300
samples of 11-12 years age children in urban and rural areas of Victoria , Australia.
The Child Assessment Schedule Revised is used to assess the behavior and learning
disability is assessed with The Spelling and Arithmetic Test from Wide range
Achievement Test Revised and reading with ACER word knowledge test. The
research findings are that spelling difficulties are more common among them than
others(32.5% versus 9% on arithmetic and 42%versus 13.5% on spelling)Children
with arithmetic difficulties have some what higher rates of behavior disorders than
children with spelling disorders(65% versus48%).Teachers rating indicate that they
were performing significantly worse in academic, attitudinal and maturational.
Analysis indicated that the Sp+ArD had been the poorest performers in the early
school years25.
Shaywitch followed the development of 414 Connecticut children and using a cut off
of 1.5 SE below expectation as indicative of specific reading difficulties, reported
prevalence rate of 5.6% in 6 year olds, 7% in 8 year olds and 5.4% in 10 year olds. He
also identified a distribution of between 1:3 and 1:5 boys to every girl affected.26
Halarcon et al in a study conducted among twins in USA showed that , 58% of
monozygotic co twins and 37% of dizygotic co twins were also having dyscalculia
and that concordance rate was 0.73 and 0.56 respectively. Heritability estimates
decreased as a function of age for word recognition (0.64 vs. 0.68) but increased for
spelling ( 0.52 vs. 0.68) 27
Harlaar N conducted a cohort study from 1994 – 2000, among twins born in England
and Wales. Sample size was3909 and their mean age was 7.07±0.22 years. Data was
collected by telephone using a tool, The Test Of Word Reading Efficiency. In this
study, both normal variations on word recognition and impaired word recognition
abilities were found heritable( h²=0.65-0.67, h²g=0.37-0.72).The study also shows
evidence of sex difference, with genetic influence being more important in boys than
girls. 28
Reddy VM, Chandrashekhar CR in a psychiatric epidemiological study conducted
in West Bengal, U.P, Kerala TamilNadu , Pond cherry, and Punjab estimated a
prevalence rate of 58.2 mental illness per thousand population.Of this 21.4% are in
between 0-14 years29.
Nehru R , Garg A Delhi conducted a cohort study on two brothers with learning
disability aged 17 & 14 years studying in class 9 and 8 respectively. They were
evaluated across a series of neuro psychological and cognitive linguistic task. Both
sibs had good speed and accuracy in reading and also pronunciation was good. But
reading comprehension was grossly impaired. The elder had a spelling disorder on
writing to dictation but younger didn’t30.
Williams, Mc Gee followed a cohort of 950 children from birth to childhood.
Assessments conducted at the ages of 7,9,and 15 years showed that both reading
difficulties and antisocial behaviors showed continuities overtime. However while the
dimensional approach revealed no significant association between early reading and
late delinquency . At least for boys, early reading disability predicted future conduct
disorder at 15 years . For girls the association between reading problems and anxiety
is significant, suggesting a difficult outcome for reading problems between the
sexes31.
Ritter estimated the problem behaviors of 51 adolescent girls with learning disability
using Child Behavior Checklist and identified elevated problem behaviors and poor
social competence in learning disabled group compared to adolescents without
learning disability32.
Knowledge of school teachers regarding learning disabilities among children
Taylor HG et al. in their study on efficiency of kindergarden teacher judgment in
identifying early learning problems. To identify early learning problems,
kindergarden teachers in a sub urban school rated student progress towards six
academic objective as satisfactory or unsatisfactory.20% of the district’s 303
kindergarden children received unsatisfactory ratings in at least one area.38 of these
children (identified group) were matched to 34 children with satisfactory ratings in all
areas ( non identified group). Results of testing conducted revealed poor academic
achievement in identified children than in non identified children. Children from the
identified group also performed more poorly than children from non identified group
on tests of phonological processing and working memory / executive functioning and
were rated by teachers as having more behaviour and attention problems and lower
social competence. Follow up of the cases to the first grade documented continued
learning problems in the identified group. These findings support the use of teacher
judgment in the early detection of learning problems33 .
Meltzer I et al studied 663 students and their 57 teachers to detect teacher’s
perceptions of the student’s strategy use and performance in nine domains . Findings
indicated that the students with learning disabilities considered themselves
appropriately strategic and competent in the five domains of reading, writing,
spelling, math and organization. These students also rated their academic performance
and organization as average to above average in seven of nine domains. The self
rating of students with learning disabilities were still significantly lower than the self
rating of average achievers in virtually all domains. The findings also revealed a sharp
discrepancy between self assessment of the students with learning disability and their
teachers. Teachers rated the students with learning disabilities as weak in their
strategy use and below average in their performance in all nine domains and
organizational domains. These results added to the increasing body of literatures
indicating the efficiency of teachers in the accurate identification of cases and
learning disabled children’s perception as capable and effective34.
Vellutino et al a study to assess the progress of children with reading disability asked
teachers of in 1407 children from 17 schools in Albany area of New York simply to
rate their reading skills in the middle of 1 st grade. The poor readers were then assigned
at random into tutored or non tutored groups. The tutored children received 30
minutes of individualized help daily, according to their needs, while the untutored
children served as controls. 67% of tutored gained reading scores within the normal
range after only one semester. Moreover, untutored children maintained their status 35.
Tur-Kaspa H, Bryan T conducted a study to examine whether teacher’s judgment of
student’s social competence and social adjustment differentiated students with
learning disabilities. (n=30; boys=19 girls=11)from low achieving students (LA)
(n=29 boys=17 girls=12)and average achieving (AA)students(n=33 boys=18
girls=15)at two grade levels; third/fourth (mean age=9.97 SD=1.09)and seventh/
eighth(mean age=13.69 SD=.65). Teachers completed the Walker McConnell scale of
social competence and school adjustment for each student. They rated students with
Learning Disability and LA as having significantly lower significantly lower social
competence and social adjustment than their AA peers. The result supported the use
of teacher ratings for initial screening and identification of students at high risk for
social and behavioral problem36.
National Institute Of Child Health and Human Development in a longitudinal
interventional study since 1985 over 12 years on 34501 children in 11 states in USA
and Canada to identify early interventional and remediation measures for children
with learning problem .This study explained the significance of teachers in the
management of such children37.
Colin HJ,Cynthia W conducted a study in England in which teachers were provided
with a checklist date on a sample of 320 boys and 118 girls who were previously
referred to school psychological services and a further 183 boys and 39 girls who had
not been referred . Subjects were aged 5-11 years, There was a high level of
agreement between referred and non referred student status and subsequent
classification using the child behavioral checklist38.

Soman SK studied the knowledge of teachers regarding the behavioral problems of
children . The sample consisted of 45 teachers aged between 25-51 years , from seven
schools in Hyderabad India. Findings indicate that poor scholastic performance,
relationship problems , conduct problems and psychosomatic problems were
perceived by subject as major behavioral problems .Information regarding treatment
and treatment facilities were inadequate . This shows that teachers tend to use harmful
methods to deal with children’s behavioral problems such as minor punishments,
moral education, and threats of punishments39.
Nikapota A in a study explored the fact that teachers saw themselves as role models
and used a combination of rewards and punishments within clearly defined rules to
manage children’s behavior. Supervision (11/25) was considered most important in
promoting good behavior., while attending out of school clubs had a greater role in
preventing naughtiness(16/25). They considered their own upbringing (23/25) and
teacher experience (20/25) as important influence on their attitude towards children,
where few mentioned their training (12/25) or social environment in which they
worked (4/25) as common barrier to managing children with learning disability.17/25
reported lack of support from parents and 11/25 poor parenting as a cause for
problems in children40 .
Attitude of teachers towards children with learning disability
Williams A described a study done to understand the potentional changes towards
educating children with behavioral disorders. It identified that teacher’s attitude are
known to have impact on educational environment, especially for individuals with
exceptionalities. Positive teacher attitude can result in positive educational experience
and negative attitude in negative experience. These attitude affect the child’s
functioning and competence in both academic and social environment as well as play
a major role in the outcomes of both of these areas41.
Garg S, Kumar R, Vankar GK evaluated teacher’s perception on discipline in
Ahemadbad.50 teachers were given a structured questionnaire containing a list of
pupil behavior drawn from earlier research specifying the various behaviors seen by
other teachers as discipline or annoying.78% expressed that discipline is adequate in
their class.22% believed that physical punishment can be used for discipline.70% of
teachers wished to attend training program on discipline and class management42.
Education committee (1997-98) in a study of 88 schools, 49 responded giving a
respond rate of 55.9% with 41 regular, 42 special needs and 37physical education
teachers responding. Study suggest that general physical education and regular
education had significantly less positive attitude. Special needs teachers rated more
positively than all other groups. However, the post hoc analysis of disabling condition
showed that there was no significant difference between learning disability and mild
or moderate learning disability but there was between both these condition and all
other condition with the most positive attitude towards learning disability followed by
mild or moderate mental disability43.
Nikapota et al conducted a study among teachers using a semi structured interview
devised for parent study to assess their attitude towards problem children. 13 schools
agreed to participate and 25 teachers were interviewed.Teachers were 22-61 years old
and72% were females,68% were Caucasian ,and 72% were married .Teachers saw
themselves as role models and used a combination of rewards and punishments within
clearly defined rules to manage child’s behaviour44.
Bender WN, Vail CO asked 127 mainstream teachers in grade 1 through 8 to
complete self evaluation concerning instructional strategies used in general education
classess.Each teacher is instructed to complete questionnaire concerning their attitude
towards their own efficency and towards mainstreaming. ANOVA comparing
teachers with positive attitudes towards mainstreaming and teachers with less positive
attitudes indicated that the teachers with less positive attitude used effective
mainstream instrumental strategies less frequently45.
Relationship between knowledge and attitude of school teachers regarding
learning disability
Clark MD analyzed among teachers teaching grade 1 – 5 the two factors that affect
teacher’s attitude towards disabled children are their perception of the student &
degree of disability , and teacher’s confidence in addressing each student’s need.
Many teachers feel too much overworked to address the need of special students in
general education class room. The study also proved a positive correlation between
teacher’s positive attitude towards implementation of class room accommodation of
problem children and increased student achievement To explore to what degree
teacher’s knowledge of the presence of Learning Disability would influence the level
of reward or punishment, the pity and anger the teacher felt and the expectation the
teacher held for the future failure. The study was conducted among 84 women and 13
men using a 5 point scale. The finding of the study was that teacher’s knowledge of a
child’s Learning Disability can be seen to influence both the decision to reward or
punish as well as the amount of rewards. Anger being rated highest for high ability no
disabled child than they did for their non disabled peers. Pity was greater towards low
ability with Learning Disability .Also the study conclude that knowledge on Learning
Disability make the teachers believe that these children will fail more. They deserve
more pity, less anger and they should be provided more reward and fewer
punishments than their no disabled peers for an equivalent outcome perhaps to
maintain or encourage motivation to perform46.
Kuesterin done studies focused on variables that may affect the attitude of teachers.
He noticed that following factors influence teachers attitude towards problem child-
Nature of disabling condition, background characteristics of educators including
gender of and degree earned by teacher, previous experience with and number of
years of teaching experience with those with disabilities , and pre and in service
training for teaching those with disabling condition47.
Annual National Conference (1991) in Brisbane, Australia in a study on knowledge
and attitude relation in caring disabled children in Catholic Educational System with
Pre test Post test method using a structured unit on programme to meet the needs on
exceptional children. Finding was that teacher often perceives themselves as lacking
the competence to cope with and cater for students with special needs. Close contact
with disabled children in the regular school had a positive effect48.

4. METHODOLOGY
Research methodology is a way to solve the research problems systematically. It
involves a series of procedures in which researcher starts from initial identification of
the problems to its final conclusion. The chapter deals with the description of
methodology and different steps , which were undertaken for gathering and
organizing data for the investigator including
- Research approach
- Research design
- Study setting
- Target population
- Sample and sampling technique
- Development and description of tool
- Pilot study
- Data collection procedure
- Plan for data analysis
- Development of Self Instructional Module
Research Approach
Research Approach tells the researcher from whom the data was to be
collected, when the data is to be collected and how to analyze them. It also suggests
possible conclusion and helps researcher in answering specific research questions in
the most accurate and efficient way possible.
The research approach used for the study is descriptive in nature. According to Polit
and Hungler the purpose of descriptive study is to observe, describe and explore
aspects of a situation21.The researcher planned to describe the knowledge and attitude

of school teachers regarding learning disability among children.
Research Design
Research design refers to the researchers overall plan or blue print for obtaining
answer to the research hypothesis. It spells out the strategies that the researcher adopts
to collect information that is accurate objective and interpretable. It helps researcher
in defining attributes, selection of population, their manipulation and control
observations to be made and type of statistical analysis to interpret the data.
The study is designed in the form of non experimental descriptive type with the
objective of describing the knowledge and attitude of school teachers regarding
learning disability among children. The research design is given in fig(2)

Schematic outline of Research Plan (fig2)
Design
Descriptive Research Design
Target Population
Primary school teachers in Bangalore
Sampling
Convenient Sampling
Study sample
60 Primary school teachers from 5 selected schools in Bangalore
Tool
Structured Questionnaire for Knowledge Assessment Rating scale for attitude measurement
Variables
Dependent Functional
Knowledge on learning disability Age

Attitude towards learning disability Gender
Marital status
Educational qualification
Years of experience
Child Psychology in curriculum
In service education
Taught children with learning disability
Analysis
I. Frequency & Percentage of demographic variables
II. Mean and SD for knowledge
III. Chi square test for association
IV. Percentage distribution of knowledge and attitude
V. Correlation coefficient for relation
between knowledge and attitude
Findings and Conclusion Self Instructional Module

Variables under study
According to Polit and Hungler, variable is an attribute of a person or an object that
varies, that it takes on different values21.
Two types of variables are identified in the study. They are Dependent variables and
Functional variables.
Dependent Variable
Presumed effect is referred to as the independent variable according to Polit and
Hungler21.In this study, dependent variables refer to the knowledge and attitude of
school teachers regarding learning disabilities among children.
Functional variable
According to Polit and Hungler, these are variables which can account for change in
the dependent variable21. Functional variables in this study are age, sex, educational
qualifications, years of experience, marital status, Child Psychology in the curriculum,
In service education, and Experience in teaching learning disabled children.
Setting of the study
According to Polit and Hungler, Setting is the physical location and condition in
which data collection takes place21.
This study will be conducted in five selected schools at Bangalore which run primary
section. Feasibility of conducting the study, economy of time and money, and
availability of subjects will be taken into consideration in selecting schools for study.
The study is planned to be conducted in the following schools
1. Devamatha Central School, Vidvaranyapuram, Bangalore
2. Devamatha Central School, Banaswadi, Bangalore
3. ST.Kabir Academy , Kanakanagar, Bangalore.

4. St. John’s High School, Vijayanagar, Bangalore.
5. IFCM Church, Banaswadi, Bangalore.
Population
According to Polit and Hungler , “ Population refers to the entire aggregation of cases
that meets a designated criteria21.”The requirement of defining a population for a
research project arises from the need to specify the group to which the study can be
performed. The population for the present study is teachers of Primary schools in
Bangalore.
Sample and Sampling technique
According to Polit and Hungler, the sample is a subset of a population selected to
participate in a research sudy21.Sampling refers to the process of selecting a portion of
the population to represent the entire population.
The sample for the present study will be comprised of 60 primary school teachers
selected by Convenient sampling technique from selected schools at Bangalore.
Convenient sampling is a strategy in which the researcher’s knowledge of the
population and its elements are used to select samples which are typical of the
population49.
Criteria for selection of sample
Inclusion criteria
Teachers who are teaching in standard 1 to 5 .
Teachers of selected private schools in Bangalore .
Teachers who know English
Teachers who are willing to participate in the study.

Exclusion criteria
Teachers who are teaching in schools for physically or mentally challenged children.
SELECTION AND DEVELOPMENT OF THE INSTRUMENT
Treece and Treece emphasized that the instrument selected in research should be as
far as possible be the vehicle that would best obtain data for drawing conclusions
pertinent to the study50.
Selection of the instrument
Structured Questionnaire for knowledge assessment and 3 point scale for attitude
evaluation was used as the research tool because topic is relatively a new one for the
teachers and is considered to be the most appropriate instrument to elicit responses
from literate subjects.
Development of the tool
The following steps were carried out in formulating the tool
1. Related literatures were reviewed.
2. Blue print was prepared.
3. Guidance and consultation of the subject experts were taken and
alterations made accordingly.
4. Consultation with statistician for data analysis was done.
5.Reliability was checked by doing pilot study.
Review of literature includes related review of journals, articles, periodicals, books,
published and unpublished research studies. They were reviewed and used for the
development of the tool.
The blue print was prepared to construct the tool which consists of 8 questions in
socio demographic variables, 30 in knowledge questionnaire and 30 attitude
statements.(Annexure H)
Description of the tool
The tool was organized into 3 sections- Section I, Section II and Section III
Section I – Demographic data consists of 8 items seeking information about
age, gender, marital status, educational qualification, years of experience, child
psychology in the curriculum, in service education, and experience in teaching
children with learning disability.
Section II- Consists of 30 questions related to meaning, incidence, causes,
clinical features, diagnosis and management of a child with learning disability. All
correct answers carry 1 mark and wrong answers carry 0 mark.
Section III- Attitude scale with 30 items to assess the attitude of teachers
towards children with learning disability. The items are rated against a 3 point scale
such as – Yes, Cannot say, No where score given is 3, 2 and 1 respectively .The
negative items have reverse scoring. Out of 30 items, 11 are negative statements
( Annexure H)
Validity of the instrument
Validity refers to a complete concept which broadly concerns the soundness of the
study’s evidence that is whether the findings are congruent, convincing and well
grounded.21Content validity refers to the universe of contents or the domains of given
construct. The universe of content provide the frame work and basis of formulating
the items.
Validity of the tool was assessed by obtaining opinion from 9 experts in this topics –
which includes One Psychiatrist, Four Nurse educators, One Consultant psychologist,
One Educational psychologist, One Psychiatric social worker and One Statistician.
Prepared tool was evaluated in Two criterion – Agree and Disagree and Comments.
The experts suggested to simplify the language, to reorganize some items, to include
multiple right answers, to avoid options like none of the above and all the above and
to include proportionately more number of questions in identification and
management aspects. Appropriate modifications and corrections were made and tool
was finalized.
Final tool consisted of ( Annexure I)
Demographic variables - 8
Knowledge questions- 30
Attitude statements - 30
Criteria measure for knowledge score ( Annexure J)
Good knowledge >75%
Average knowledge 50-75%
Poor knowledge <50%
Criteria measure for attitude score
Most favourable attitude >75%
Favourable attitude 50-75%
Un favourable attitude <50%
Reliability
Reliability of a research instrument is defined as the extent to which the instrument
yields the same results on repeated measures21.

The reliability of the tool in measuring the knowledge and attitude of teachers
regarding learning disability among children is estimated following Split half method
and Spearman’s Brown Prophecy Formula. Since computed correlation coefficient
value was high( r= +0.83 ), reliability of the tool was established.
Pilot study
Pilot study is a small preliminary investigation of the same general character as the
major study which is designed to acquaint the researcher with problem that can be
corrected in participation for a longer research project21.
Pilot study was conducted for five days from 2-9-05 to 6-9-05 in Sarvodaya National
Public School, Vijayanagar, Bangalore, after getting written permission from the
Headmistress ( Annexure No A & B).The study was conducted among six samples
that is 10% of the main sample to measure the authenticity of the questionnaire and
assured confidentiality and strength and weakness of the tool was identified. No
significant problem was faced during Pilot study.
Data collection procedure
A prior written permission was obtained from the Headmistress of all the five schools
selected schools for study .Study was conducted between 17-10-05 to 30-10-05. After
self introduction, nature and objectives of study was explained to the participants to
obtain maximum co operation. Anonymity and confidentiality were assured to them
and made them comfortable Obtained consent from the subjects for the study
( Annexure No -G). Tool was distributed during their lunch break to avoid disturbance
in their routine classes. An average of 10-15 teachers were made to fill the tool daily
and approximately 30-40 min were allowed for them to complete it. At the end of
successful data collection., conveyed thanks to the headmistress and teachers and
winded up the study.
Plan for Analysis
The collected data is planned to be analyzed using descriptive and inferential
statistical analysis. Mean, SD, Mean percentage will be calculated to describe the
demographic variable. Chi square will be done to identify the association between
dependent and independent variables. Karl Pearson’s Correlation Coefficient to be
used to find out the relation between knowledge and attitude. The data will be
presented in the form of tables and diagrams.

5. RESULTS
This chapter deals with the analysis and interpretation of the data collected from sixty
school teachers from selected schools in Bangalore regarding their knowledge and
attitude towards Learning Disabilities among children.
Kerlinger (1976) has defined analysis as “the categorizing, manipulating and
summarizing of data to obtain answers to research hypothesis question”48.
Abdellah and Levine mentioned that interpretation of tabulated data can bring light to
the real meaning of the findings49.
The data were collected through structured questionnaire and entered in master sheet.
The obtained data was analyzed by using descriptive statistics , which were necessary
to describe Socio – demographic variables, the knowledge and attitude level , and the
relationship between the selected demographic variables and knowledge and attitude.
Objectives of the study
1. To assess the level of knowledge of teachers regarding learning disabilities
among children
2. To measure the attitude of teachers towards children with learning disabilities.
3. To associate the knowledge of teachers with selected socio demographic
variables.
4. To associate the attitude of teachers with socio demographic variables.
disability.
6. To develop a 'Self Instructional Module on learning disability ' for teachers

The analysis of data is organized and presented under the following broad headings.
Section - I
Description of study subjects by socio- demographic characteristics
Section II
Association of socio –demographic variables ( Age, Sex, Marital Status,
Educational Qualification ,Years of Experience, Child Psychology in their curriculum,
In service Education, Experience In Teaching children with learning disability) with
Knowledge score is analyzed using chi square and Fisher’s Exact Test and are
presented.
Section III
Association of socio –demographic variables ( Age, gender, Marital Status,
Educational Qualification ,Years of Experience, Child Psychology in their curriculum,
In service Education, Experience In Teaching children with learning disability) with
Attitudescore is analyzed using chi square and Fisher’s Exact Test and are presented.
Section IV
Analysis of the Knowledge of the subjects
* Description of the subjects by the level of Knowledge.
* Description of subjects by their Knowledge in various areas of the topic
Section V
Analysis of Attitude of the subjects
* Description of the subjects by level of Attitude
Section VI
Correlation between knowledge of teachers on learning disability with their attitude
towards them
SECTION I
DESCRIPTION OF STUDY SUBJECTS BY SOCIDEMOGRAPHIC

VARIABLES
In this section the researcher analyzed and categorized the subjects of study into
various groups based on the socio demographic variables.
Table1
Frequency and Percentage distribution of subjects according to age in years
N = 60
Sl N o Age in years Frequency Percentage(%)
1 25 – 29 16 26.67
2 30 – 34 21 35
3 35 - 39 14 23.33
4 ≥ 40 9 15
Fig 3
Pie diagram representing the percentage distribution of the subjects according to
age in years
15%
27%
25 - 29
30 - 34
23% 35 - 39
≥ 40
35%
Table 1(fig3) shows the distribution of teachers based on their age. Maximum number
21 (35%) of school teachers belong to age group 30 – 34 years of age group and only
9 (15%) were above 40 years.

Table 2
Frequency and Percentage distribution of subjects according to gender
N =60
Sl No Gender Frequency Percentage (%)

1 Male 4 6.67
2 Female 56 93.33
fig 4
Pie diagram representing the percentage distribution of the Subjects according
to gender
7%
Male
Female
93%
Table2 (fig 4) depicts that majority of the teachers that is 56 (93% ) were females and
only 7% of them were males as per the sample.

Table 3
Frequency and Percentage distribution of subjects according to their

Educational Qualification
N = 60
Sl No Educational Qualification Frequency Percentage(%)
1 Teacher’s Training Programme 3 5
2 B.Ed 46 76.67
3 M. Ed 2 3.33
4 Others 9 15
Fig 5
Pie diagram representing the percentage distribution of subjects according to the
Educational Qualification
5%
15%
3%
T.T.C
B.Ed
M. Ed
Others
77%
Table3.( fig 5) reveals that 75% of teachers had B Ed ,5% had Teacher’s Training
Certificate, 3.33% M Ed and remaining 16.66% had other qualifications like
Montessori Training ,BA, MA etc
Table 4
Frequency and Percentage distribution of subjects according to their years of
Experience
N = 60
Sl No Years of Experience Frequency Percentage(%)
1 0-5 29 48.33
2 6-10 19 31.67
3 11-15 10 16.67
4 ≥16 2 3.33
Fig 6
Bar diagram representing the percentage distribution of subjects according to
the Years of experience
60
50
40
Percentage
30
20
10
0
0-5 6-10 11-15 ≥16
Years of experience
Table 4 (fig 6) reveals that 48.33% of subjects were having less than 5 years of
experience,31.67% were having 6-10 years of experience, 16.67% were having 11-15
years of experience and only 3.33% were having more than 16 years of experience
Table 5
Frequency and Percentage distribution of subjects according to the Marital
Status
N=60
Sl No Marital Status Frequency Percentage(%)
1 Married 52 86.67
2 Unmarried 7 11.67
3 Widow 1 1.66
Fig 7
Bar diagram representing the Percentage of subjects according to the Marital
Status
90 86.67
80
70
60
50
Percentage(%)
40
30
20
11.67
10
1.66
0
Married Unmarried Widow
Table5 (fig 7) indicates that majority of school teachers 52(86.67% ) were married ,
7(11.67%) were unmarried and 1(1.66%) per sample was widow
Table 6
Frequency and Percentage distribution of subjects who had Child Psychology in

their curriculum
N= 60
Sl No Variables Frequency Percentage(%)
1 Studied Child Psychology 55 91.67
2 Not Studied Child Psychology 5 8.33
Fig8
Pie diagram representing the percentage distribution of the subjects according to
the Child Psychology in the curriculum
8%
Studied Child
Psychology
Not Studied Child
Psychology
92%
Table6(fig 8)gives a clear picture on the percentage distribution of teachers who had
studied child psychology in their curriculum. It indicates that a major proportion
91.67% of subjects had Child Psychology in their curriculum and rest of them 8.33%
of subjects did not have Child Psychology in their curriculum.

Table 7
Frequency and Percentage distribution of subjects who had In service Education
on Problems of Learning
N= 60
1 Attended In service Education 55 91.67

2 Not Attended In service 5 8.33
Education
Fig 9
Pie diagram representing the Percentage distribution of the subjects who
attended In service Education
8%
Attended In service
Education
Not Attended In
service Education
92%
Table 7(fig 9) shows that only 8.33% had attended In service Education on problems
of Learning whereas 91.67% had not attended any such programs.

Table 8
Frequency and Percentage distribution of subjects who had experience in
teaching children with Learning Disability
N=60
1 Taught children with Learning 0 0
Disability
2 Not Taught children with 60 100
Learning Disability
Table 8 indicate that out of 60 samples nobody had an opportunity to teach children
with Learning Disability
SECTION II
RELATIONSHIP BETWEEN THE SELECTED SOCIO – DEMOGRAPHIC
VARIABLES WITH THE KNOWLEDGE SCORES
The section II brings out the association between the knowledge of school teachers
regarding Learning Disability and the base line characteristics such as age, gender,
marital status, educational qualification, years of experience Child Psychology in the
curriculum, In service education, and Experience in teaching children with learning
disability received. In order to determine the significance of the relationship, chi –
square and Fisher’s Exact Test were used. Teachers were divided into two groups
based on the knowledge score. Those who scored the below or equal to the median
score (20) and those who scored above the median score (20).
Table 9
Statistical Inference based on Chi Square test between above and below median
of knowledge score of the subjects based on each demographic variable
Sl Socio Frequency Frequency Total Chi Result

No demographic of subjects of subjects Frequency Square
variables ≤ median > median
value(20) value(20)
1 Age in Years Not
≤ 34 years 18 19 37 0.752 significant
> 34 years 9 15 23
2 Gender *
Male 2 2 4 0.641 Not
Female 26 30 56 Significant
4 Education
Qualification
B.Ed &M.Ed 19 29 48 0.042* Significant
Others 10 2 12
5 Years of
Experience Not
≤10 Years 18 27 45 3.214 significant
> 10 Years 10 5 15
6 Marital Status
Married 24 28 52 Not
Others 4 4 8 0.576* significant
7 Studied Child
Psychology 32 23 55 * Not
Not studied 0.798 Significant
Child 5 0 5
Psychology
8 Attended In
service 0 5 5 *
Education 0.05 Not
Significant
Not Attended 27 28 55
In service
Education
* Fisher’s Exact Test

Significant at 5% level (P<0.05)
Table 9 presents the substantive summary of Chi- square analysis, which was used to
bring out the relationship between knowledge of teachers on learning disability and
socio demographic variables.
Chi square was done to find out the association between knowledge and age of the
teachers. As calculated value of the Chi square (0.752) was lower than the table
value(3.814 ) at 5% level of significance, there was no significant association between
knowledge and age of teachers. Hence H1 is rejected.
In order to find out the association between knowledge and sex of the teachers Fishers
exact test was done. As P calculated (0.641) was greater than 0.05 there was no
significant association between knowledge and sex of teachers. Hence H1 is rejected.
Fisher’s exact test was done to find out the association between knowledge and
educational qualification of the teachers. As calculated P value ( 0.042 ) was lower
than 0.05, the association between knowledge and educational qualification of
teachers is significant. Hence H1 is accepted.
Chi square was done to find out the association between knowledge and years of
experience of the teachers. As calculated value of the Chi square(3.214 ) was lower
than the table value(3.814 ) at 5% level of significance, there was no significant
association between knowledge and years of experience of teachers. Hence H1 is
rejected.
To test the significance of association between knowledge and marital status of
teachers, Chi square was done. As calculated value of the Chi square (0.579) was
lower than the table value (3.814 ) at 5% level of significance, there was no
significant association between knowledge and marital status of teachers. Hence H1 is
rejected.
Fisher’s exact test was done to find out the association between knowledge and Child
Psychology in the curriculum. As calculated P value (0.798) was greater than 0.05,
the association between knowledge and Child Psychology in the curriculum of
teachers was found to be insignificant. Hence H1 is rejected.
Chi square was done to find out the association between knowledge and In service
education.(X²=0.05 P< 0.05) there was no association between knowledge and in
service education of teachers. Hence H1 is rejected and H0 is accepted.

SECTION III
RELATIONSHIP BETWEEN THE SELECTED SOCIO – DEMOGRAPHIC
VARIABLES WITH THE ATTITUDE SCORES
In this section, the researcher brings out the association between the attitude of school
teachers regarding Learning Disability and the base line characteristics such as age,
gender, marital status, educational qualification, years of experience, Child
Psychology in the curriculum and In service education. In order to determine the
significance of the relationship, Chi – square and Fisher’s Exact Test were used. The
teachers were categorized into two groups based on the median attitude score (80.5)
on Learning Disability, namely those who were below or equal to median score and
those who were above the median score.

Table 10
Statistical Inference based on Chi Square test between above and below median
of Attitude score of the subjects based on each demographic variables.
Sl Socio Frequency Frequency Total

No demographic of subjects of subjects Chi Results
variables ≤ median >median Square
value(80.5) value(80.5)
1 Age
≤34 years 22 15 37 4.87 significant
>34 years 7 16 23
2 Gender *
Male 2 2 4 0.66 Not
Female 27 29 56 significant
4 Educational
qualification
BEd & MEd 22 26 48 0.27* Not
Others 8 4 12 significant
5 Years of
Experience
≤10 years 22 23 45 0.02 Not
>10 years 7 8 15 significant
6 Marital status *
Married 29 23 52 0.52 Not
Others 4 4 8 significant
7 Learned Child
Psychology 26 29 55 *
Not learned 0.46 Not
Child 3 2 5 significant
Psychology
8 Attended
Inservice 1 4 5 * Not
education 0.36 significant
Not attended 28 27 55
Inservice
education
* Fisher’s Exact Test

Significance at P<0.05
Table 10 shows analysis used to bring out the association between attitude of school
teachers towards learning disabled children and socio demographic variables. Chi
square test and Fisher’s Exact Test (where sample size is less than five), were used to
calculate the significance in the association between attitude and socio demographic
variables.
Chi square was done to find out the association between attitude and age of the
teachers. As calculated value of the Chi square(4.87 ) was greater than the table
value(3.814 ) at 5% level of significance, there was significant association between
attitude and age of teachers.This authenticate the fact that age influence the attitude of
teachers. Hence H1 is accepted.
In order to find out the significance in the association between attitude and sex of the
teachers Fishers exact test was done. As P calculated (0.66)was greater than 0.05
there was no significant association between attitude and sex of teachers. Hence H1 is
rejected.
Chi square was done to find out the significance in association between attitude and
educational qualification of teachers. As calculated P value (0.27 ) was lower than the
table value the association between attitude and educational qualification of teachers
was not significant. Hence H1 is rejected.
To find out the significance in the association between attitude and years of
experience of the teachers, Chi Square was calculated( 0.02) which was less than the
table value(3.814) . So the association was not significant at 5% significance level.
Hence H1 is rejected.
P value is calculated to find the significance in the association between attitude and
marital status of the teachers was 0.52.Since it was higher than 0.05, there was no
significant association between knowledge and marital status of teachers. Hence H1 is
rejected.
Fishers exact test was done to find out the association between attitude and child
psychology in the curriculum of teachers was done. As calculated P value (0.46) was
greater than 0.05, the association between attitude and Child Psychology in the
curriculum of teachers was found to be insignificant. Hence H1 is rejected.
To test the association between knowledge and In service education, P value was
calculated (0.36) which is greater than 0.05.It indicate that there was no significant
association between attitude and in service education of teachers. Hence H1 is
rejected.
The result showed that there was significant association between attitude of teachers
and their age. No other Socio demographic variables had significant association with
attitude at P< 0.05. This authenticate that factors like Sex, Educational Qualification
Years of Experience, Marital Status, Child Psychology in the curriculum and In
service Education did not influence the teacher’s attitude .

SECTION IV
LEVEL OF KNOWLEDGE OF THE SUBJECTS
In section IV, researcher analyzed the knowledge level of teachers regarding learning
disability . Teachers were divided into three groups based on the knowledge
score.Those who scored above 75% of the total score was considered as good
knowledge, 50-75% as average and below 50% as poor knowledge. Mean, Mean
Percentage score and SD were estimated. The knowledge level of teachers on various
aspects of the topic is estimated by dividing the questions into 6 areas, Meaning,
Incidence, Cause, Clinical features Diagnosis and Management. Mean percentage
score and Standard deviation were calculated.
Table 11
Frequency and Percentage distribution of teachers according to the knowledge

score on learning Disability
Good knowledge – >75%

Average knowledge – 50-75%
Poor knowledge - <50%
Sl No Level of Frequency Percentage Mean Mean SD

knowledge (%) score percentage
score(%)
1 Good 0 0 0 0 0
2 Average 35 58.33 24.6 61.5 2.8
3 Poor 25 41.67 16.16 40.4 2.2
Fig 13
Bar diagram representing the percentage distribution of teachers according to

their knowledge score
60
50
40
30
20
10
0
Good Average Poor
Table 11 and fig 13 indicates that, majority of teachers (58.33%) had average
knowledge on learning disability. Out of 60 samples,25(41.67%)had poor knowledge
regarding learning disability. No teachers possessed good knowledge on the subject.
Mean score obtained for average knowledge level was 24.6 and mean percentage
score 61.5% with a SD 2.8. For poor knowledge level, mean score was 16.6 and mean
percentage score 40.4% with SD 2.2.

Table12
Mean and SD distribution of knowledge score on various areas of learning

disability
Sl No Areas of Maximum Range of Mean Mean SD

knowledge score Score score %Percentage
score
1 Meaning 9 0-7 3.45 38.33 1.98
2 Incidence 2 0-2 1.27 63.50 0.71
3 Causes 6 0-5 2.7 45 1.31
4 Clinical 12 0-9 4.23 35.25 2.05
features
5 Diagnosis 2 0-2 1.7 85 0.49
6 Management 9 2-9 6.95 77.22 1.75
Fig 14
Bar diagram representing the mean percentage score on various areas of
knowledge
Management
Areas of knowledge
Diagnosis
Clinical features
Causes
Incidence
Meaning
0 20 40 60 80 100
Mean Percentage score
Table 12 (fig 14) shows that mean score percentage for knowledge regarding
Diagnosis and management of learning disability were high (85%
and77.22%respectively). They were found to have the least knowledge
(35.25%) on idea regarding clinical features. Other areas like Meaning Causes,
Incidence and causes carried 38.33, 63.5 and 45% respectively.

SECTION V
LEVEL OF ATTITUDE OF THE SUBJECTS
In this section, analysis of the teacher’s level of attitude towards children with
learning disability was done. Teachers were divided into three groups based on the
attitude score. Those who scored above 75% was considered as having highly
favourable attitude, 75-50% as favourable and below 50% as unfavourable attitude.
Table 13
Frequency and Percentage distribution of subjects according to the Attitude

score on Learning Disability
Highly favourable Attitude – >75%

Favourable Attitude - 75-50%
Unfavourable Attitude – <50%
Sl No Level of Frequency Percentage Mean Mean SD

knowledge (%) score percentage
score(%)
1 Highly 59 98.33 80.71 89.6 6.61
favorable
attitude
2 Favorable 1 1.67 68 75.55 0
attitude
3 Un 0 0 0 0 0
favorable
attitude
Fig 15
Bar diagram representing the percentage distribution of subjects according to

their attitude towards learning disabled children
100
90
80
70
60
50
40
30
20
10
0
Highly favorable Favorable attitudeUn favorable attitudeattitude
Table 13( fig 15) shows that out of 60 samples 59 (98.33%) had Highly favorable
attitude towards problem children. Only 1 (1.67%) in Favorable level and none in
Unfavorable attitude level. Mean score for highly favourable attitude was 80.71 and
mean percentage score 89.6 %with a SD of 6.61.For favourable attitude, mean score
was 68 and mean percentage score 75.55%.

SECTION VI
CORRELATION BETWEEN KNOWLEDGE AND ATTITUDE
In the section VI, correlation between knowledge and attitude of teachers towards
learning disability is analyzed using Karl Pearson’s Correlation Coefficient. From that
value Test of significance was done to estimate the level of significance.
Table 14
Mean and Correlation between Knowledge and Attitude score of teachers

regarding learning disability
Particulars Mean SD Coefficient of

Correlation
Knowledge 21.08 5.93
+0.833
Attitude 80.5 6.59
Fig 16
Scattered diagram representing the correlation between knowledge and attitude
score of school teachers regarding learning disability
100
90
80
70
Attitude Score
60
50
40
30
20
10
0
0 5 10 15 20 25 30 35
Knowledge Score
Table14 (fig 16) shows that there is positive correlation between knowledge of
teachers regarding learning disability and their attitude towards such children.
Correlation Coefficient is found to be +0.833 with test of significance 6.3.
Hence H3 is accepted at P <0.05.

6. DISCUSSION
The study was Descriptive in nature. It was conducted among teachers in selected 5
schools at Bangalore. The primary purpose of the study was to find out the knowledge
and attitude of school teachers regarding learning disability among children. It also
aimed at identifying the relationship between selected demographic variables and
knowledge and attitude, and correlation between knowledge and attitude. Study was
conducted during the period 17- 10-05 to 31-10- 05.The instrument used for the study
consisted of 3 sections.
Section I Socio demographic variables
Section II Knowledge Questionnaire
Section III Attitude Scale
Discussion was done in following subheadings
- The knowledge of teachers regarding learning disabilities among children.
- The attitude of school teachers towards children with learning
disabilities.
- Association between the knowledge of school teachers and selected socio
demographic variable.
- Association between the attitudes of school teachers with selected socio
- Correlation between the knowledge and attitude of school teachers regarding
learning disabilities among children.
- Preparation of Self Instructional Module
The knowledge of teachers regarding learning disabilities among children.
In the present study, the researcher analyzed that none of the 60 samples had good
knowledge while 58.33% of them had average knowledge and 41.67% had poor
knowledge. Mean percentage score for average score was 61.5% with SD of 2.8 and
for poor knowledge was 40.4% with SD 2.2. Mean score percentage on various areas
of knowledge like Meaning, Incidence, Causes, Clinical Features, Diagnosis and
Management were 38.33%, 63.50% ,45%, 35.25%, 85% and 77.22% respectively.
The attitude of school teachers towards children with learning disabilities.
According to the study, 98.33% had highly favorable attitude ,1.67% had favourable
and none of the teachers had un favourable attitude.Mean percentage score for highly
favourable attitude was 89.6% with SD 6.61 for favourable attitude 75.55%.
Association between the knowledge of school teachers and selected socio

In the study,26.67% belonged to the category of 25-29 years of age ,35% in30-34
years 23.33% in 35-39 years and remaining 15% in the age group above 40 years.
93.33% of samples were females and only 6.67% were males. Among the teachers
studied, 75% had B Ed, 5% had teacher’s training Program , 3.33% had M Ed and
remaining 16.67% had other qualifications like BA, MA, Montessori Training, etc
The present study showed that 48.33% possessed 0-5 years of experience, 31.67% had
6-10 years 16.67% had 11-15 years and 3.33% had more than 16 years of experience
86.67% of the sample were married whereas 11.67% were unmarried and 1.66%
widow. Among the sample studied, 91.67% studied Child Psychology in their
curriculum and remaining 8.33% had not studied Child Psychology. In the present
study , while 91.67% had not attended any In service Education on Learning 8.33%
had opportunity to attend it. Among the total samples studied presently none of the
teachers possessed any experience in teaching children with learning disability
The present study revealed that there was significant association between knowledge
and Educational Qualification of teachers ( P= 0.0417 ; P<0.05). No other variables
like age, gender, years of experience, Marital status, Child Psychology in the
curriculum and In service education had significant association with the knowledge of
teachers on learning disability.
Association between the attitude of school teachers with selected socio

The present study proved a significant association between attitude and age of the
teachers(X²=4.87 P <0.05) But there was no significant association between attitude
score of the teachers and other Socio – demographic variables like gender,
Educational Qualification, Years of Experience , Marital status, Child Psychology in
the curriculum and In service Education.
Correlation between the knowledge and attitude of school teachers regarding

The study revealed a significant positive correlation between knowledge and attitude.
Correlation Coefficient was found to be + 0.833 with test of significance 6.37.
Preparation of Self Instructional Module
As per the objective, a Self Instructional Module on Learning Disability based on the
knowledge and attitude of teachers was prepared. It was developed as an outcome of
the study. Self Instructional Module was made simple and according to their level of
understanding. It can be utilized as an effective self learning material by teachers.
Teachers themselves can be encouraged to be an active participant of their own
education and up date their knowledge. It helps to enhance their ability to identify
and manage such children or can be properly referred ( Annexure N).
Summary
This chapter deals with the summary of the study, its findings and conclusions. The
knowledge and attitude of teachers regarding learning disability are elaborated here.
Explanations based on the objectives and findings are presented in brief followed by
recommendations.
7. CONCLUSION
The study was a Descriptive type to assess the knowledge and attitude of
schoolteachers regarding learning disability among children in selected schools at
Bangalore. It was conducted in five selected schools during the period 17-10-05 to
31-10 -05. Analysis was done and the following conclusions were drawn.
- Majority of the primary school teachers had inadequate knowledge
on learning disability.
- Most of the subjects possessed highly favourable attitude towards
learning disabled children.
- Educational qualification of teachers and their knowledge regarding
learning disability was found to be significantly associated. Other
socio demographic variables had no significant association with
knowledge of teachers on learning disability.
- Age of the teachers had significant association with attitude. Other
socio demographic factors have no significant association with
attitude of the teachers.
- There is significant positive correlation between knowledge and
attitude of teachers on learning disability.
NURSING IMPLICATIONS
The findings of the study have implications on the field of nursing education, nursing
practice and nursing research.
Nursing education
Nursing curriculum is a measure for motivating the students ‘to hunt for knowledge’.
It equip nurses with essential knowledge, skill and attitude for the prevention ,
promotion ,early detection and management of illness. Developmental childhood
disorders are important in Pediatric, Psychiatric and Community nursing. School
health services play an important part in the care of such children. Students should be
given necessary theoretical and practical knowledge on School Health Programmes
and how to utilize other professionals like teachers in health care. Curriculum should
give additional importance in developing communication skill of the student nurses
for the better utilization of available recourses.
Nursing Practice
Nurses play vital role in imparting health services in all levels-prevention, promotion
and treatment.Nurses active participation in school health programmes by providing
direct and indirect care helps to achieve these goals of health services. Teachers
deficit in knowledge regarding learning disability indicate the need for arranging
health education sessions in related topics.
Nursing research
Researcher found scarcity in literature and research done on learning disability in
nursing. So the investigator recommends conducting periodic research on childhood
disorders and role of nurses.
Limitations
1. Knowledge of school teachers are assessed only through the structured
questionnaire.
2. The study was restricted to selected schools in Bangalore.
3. The study was limited to primary school teachers.
4. The sample for the study was limited to 60 only.
5. The data was collected by convenient sampling.

Suggestions for further study
1. A similar study can be undertaken on a larger scale for making a amore valid
generalization.
2. A comparative study can be arranged among teachers in urban and rural
schools.
3. A follow up study can be conducted to evaluate the effectiveness of the Self
instructional Module
4. A study can be done to analyze the practice of teachers towards learning
disabled children.
5. An experimental study to evaluate the effectiveness of planned teaching
program on learning disability can be undertaken.
6. A similar study can be arranged for parents of school children.
Recommendations
1. Periodic revision of the teacher’s training program and recommend for the
inclusion of more practical knowledge regarding problems in learning.
2. Periodic assessment of teacher’s knowledge regarding health related problems
of schoolchildren to be conducted.
3. A study can be carried out to evaluate the efficiency of various teaching
strategies like Self Instructional module, Pamphlets, Leaflets and Computer
Assisted Instruction on learning disability.
4. A study may be conducted among schoolteachers on other mental health
problems like Conduct Disorders, Attention Deficit Hyper active Disorders,
Emotional Problems
5. A concentrated effort should be made to increase the awareness among the

schoolteachers regarding their role in school mental health services.
6. Arrange an orientation programme for teachers to various special schools.
Projected outcome
The present study shows that though teachers possessed healthy attitude towards
learning disabled children, they are lacking in knowledge, skill and practice in
managing such children. Based on the assessment, the researcher prepared a Self
Instructional Module which explains the meaning, types, management and role of
teachers in the care of such children. This can be useful to all those who are handling
students.
8. SUMMARY
The main aim of the study was to assess the knowledge and attitude among school
teachers regarding learning disability in children. It also aimed at finding out the
association of knowledge and attitude with socio demographic variables and
correlation between knowledge and attitude. The main study was conducted in five
selected schools in Bangalore using a structured questionnaire containing three parts
Socio demographic variables, Knowledge questionnaire and attitude scale.
The review of related literature enabled the investigator to develop the conceptual
framework, structured questionnaire, determine the methodology for the study, plan
for the analysis of the data and for the development of self instructional module in the
most efficient and effective way.
The research design adopted for the study was Descriptive method. The instrument
developed and used for the present study consisted of three sections. Section I
consisted of 8 items related to socio- demographic variables, Section II consisted of
30 items regarding Learning Disability and Section III consisted of 30 items of
attitude statements.
The content validity of the study was established on the basis of experts judgments
and necessary corrections were done. Pilot study was conducted from 3-9-05 to
10- 9-05 among six teachers in Sarvodaya National Public School, Vijayanagar
,Bangalore. The reliability of the tool was established by split half technique and
Spearman’s Brown Prophecy formulae. The instrument was found to be reliable and
feasible.
The final study was conducted from 17 th October 2005 to 31st October 2005 in 5
schools at Bangalore. Descriptive method of research design was used in the study.
Convenient sampling technique was used to select the sample. The sample consisted
of 60 primary school teachers. Purpose and steps in the study was explained to them.
Confidentiality was assured .Questionnaire was distributed and instructed to answer,
and was collected back after 30 minutes.
The data gathered were analyzed and interpreted in terms of objectives. Descriptive
statistics were used for the data analysis.
Major findings of the study
The major findings of the study are summarized as follows
Findings related to Socio demographic variables
- Majority of teachers belonged to age group 25-29(26.67%) and 30-
34 (35%)age group.
- 93.33% of the samples were females.
- 75% had B Ed, and 16.67% possessed other qualifications like BA,
MA, Montessori Training, etc
- 48.33% had 0-5 years of experience and only 3.33% had more than
16 years of experience
- 86.67% of the sample were married whereas 11.67% were
unmarried
- Most of them( 91.67%) studied Child Psychology in their curriculum
and remaining 8.33% had not studied Child Psychology.

- 91.67% had not attended any In service Education on Learning and
only 8.33% had opportunity to attend it
- None of the teachers had experience in teaching children with
learning disability
Findings related to the association of knowledge with socio demographic
variables
- Educational qualification had significant association with knowledge
score.
- Other socio demographic variables like age, sex,Years of experience
,marital status Inservice education and child Psychology in their
curriculum had no significant association with knowledge score.
Findings related to the association of attitude with socio demographic variables
- Age was found to be significantly associated with the attitude of
school teachers
- Other socio demographic variables like gender, educational
qualifications, years of experience child psychology in the
curriculum and in service education had no significant association
with the attitude of teachers.
Findings related to the Knowledge level of teachers
- None of the primary School Teachers possessed good knowledge
whereas 58.33% had average and 41.67% had poor knowledge
regarding Learning Disability among children

- Mean score percentage on various areas of knowledge like Meaning,
Incidence, Causes, Clinical Features, Diagnosis and Management are
38.89%, 50% ,41.67%, 37.5% 50% and 35.5% respectively.
Findings related to the Attitude level of teachers
- Majority of Primary School Teachers (98.33%)had highly favourable
attitude towards children with learning disability
- Negligible subjects (1.67%) had favourable attitude towards learning
disabled children
- None of the teachers had unfavourable attitude towards learning
disabled.
Findings related to correlation between knowledge and Attitude
- There is significant correlation between knowledge and attitude of
school teachers on learning disability(r = +0.83)

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31. Williams S,Mc GR. Reading attaintment and juvenile delinquency. Journal of
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32. Mc Conaughy SH, Ritter D.Social competence and behavioral problems of
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33. Taylor HG,Anselmo M,Foreman AL,Schatschneider C,Angelopoulos J. Utility of
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35. Vellutino FR, Scanlon DM, Sipay E. Cognitive profiles of difficult to remediate
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10. ANNEXURE
Annexure A
From
Mrs. Roja Princy,
IInd Year MSc (N),
Sarvodaya College Of Nursing ,
Bangalore.
To
(Through proper channel)
Respected Sir / madam,
Sub. Seeking permission to conduct pilot study
As a partial fulfillment of MSc Nursing Programme, I have to undertake a research

study . Topic of my study is “A DESCRIPTIVE STUDY TO ASSESS THE
KNOWLEDGE AND ATTITUDE OF SCHOOL TEACHERS REGARDING
LEARNING DISORDERS AMONG CHILDREN IN
SELECTED SCHOOLS AT BANGALORE “.
I request you to kindly permit me to collect the data from your institution .
Tentative period for data collection will be 5.08.’05 – 15. 09.’05.
Thanking you ,
Yours faithfully ,
Roja Princy
Date
Place
ANNEXURE B
To
Mrs. Roja Princy

II MSc. Nursing Student ,
Vijayanagar,
Bangalore.
From
Sub: Permission to conduct pilot study” To Assess the Knowledge And Attitude of
School Teachers Regarding Learning Disabilities Among Children in Selected
Schools at Bangalore”
With reference to the letter seeking permission to conduct study among the teachers, it
has been informed that, Mrs. Roja Princy, II MSc Nursing Student, Sarvodaya
College,is granted permission to conduct the study on the above mentioned topic. In
this regard the teachers have been informed to provide full help and co operation in
facilitating the study.
Date
Place Signature of Principal
ANNEXURE C
.From
Mrs. Roja Princy,
II nd Year MSc (N),
Bangalore.
To
( Through proper channel)
Respected Sir / madam ,
Sub . Seeking permission to conduct research study
As a partial fulfillment of MSc Nursing Programme , I
have to undertake a research study . Topic of my study is “A DESCRIPTIVE
STUDY TO ASSESS THE KNOWLEDGE AND ATTITUDE OF SCHOOL
TEACHERS REGARDING LEARNING DISORDERS AMONG CHILDREN IN
SELECTED SCHOOLS AT BANGALORE “
I request you to kindly permit me to collect the data from your
institution . Tentative period for data collection will be 5.10.’05 – 30. 10.’05.
Thanking you ,
Date Yours faithfully ,

Place
Roja Princy
ANNEXURE D
To
Mrs. Roja Princy

II MSc. Nursing Student ,
Vijayanagar,
Bangalore.
Sub: Permission to conduct ‘A Study To Assess the Knowledge And Attitude of
School Teachers Regarding Learning Disabilities Among Children in Selected
Schools at Bangalore”
With reference to the letter seeking permission to conduct study among the
teachers, it has been informed that, Mrs. Roja Princy, II MSc Nursing Student,
Sarvodaya College,is granted permission to conduct the study on the above mentioned
topic. In this regard the teachers have been informed to provide full help and co
operation in facilitating the study.
Date Signature of Principal

Place
ANNEXURE E
Letter seeking expert opinion on validity of the tool
From
Mrs. Roja Princy,

IInd Year MSc (N),
Sarvodaya College Of Nursing,
Bangalore.
To
[ Through the Principal, Sarvodaya College, Bangalore.]
Respected Sir / Madam,
Sub: Requesting Experts opinion on content validation
I am a final year MSc (N) student (Psychiatric Nursing) in the

above mentioned institution . As a part of academic requirement I am
undertaking A descriptive “Study to Assess the Knowledge and Attitude of
School Teachers Regarding Learning Disabilities Among Children” in Selected
Schools At Bangalore.
Objectives of the study
1. To assess the knowledge of teachers regarding
2 . To measure the attitude of school teachers towards children
with learning disabilities.
3. To associate the knowledge school teachers
with selected socio demographic variable.
4. To associate the attitude with selected socio demographic variable.

disabilities among children.
6. To develop a “Self Instructional Module ” for teachers.
Along with this I am enclosing
a) Structured questionnaire for knowledge assessment
b) Modified version of standardized scale for Parental
attitude assessment for assessing the attitude of teachers
c) Scoring keys
d) Criteria checklists for validation
e) Certificate of content validity
I request you to give your expert opinion and suggestion on the
appropriateness of the items ,need for modification or deletion , by using the
evaluation criterion checklist enclosed .This will help me in the systematic conduction
of the study.
Kindly sign the certificate of validation stating that you have validated the
tool.
Thanking you,
Yours faithfully,
Place
Date Roja Princy
ANNEXURE F
CERTIFICATE OF CONTENT VALIDITY
This is to certify that the tool for A Descriptive “Study To Assess The
Knowledge and Attitude of School Teachers Regarding Learning Disability Among
Children In Selected Schools At Bangalore”, prepared by Mrs. Roja Princy, IInd year
MSc Nursing student of Sarvodaya College of Nursing , Bangalore is found to
be valid and uptodate .
Date Signature
Seal
Place
ANNEXURE G
Letter seeking Consent of the Participant
Dear teachers,
I Mrs .Roja Princy, final year MSc Nursing student of Sarvodaya College
of Nursing, Vijayanagar , Bangalore, intended to conduct a study to ASSESS THE
KNOWLEDGE AND ATTITUDE OF SCHOOLTEACHERS REGARDING
LEARNING DISABILITY AMONG CHILDREN IN SELECTED SCHOOLS AT
BANGALORE
I request you to respond to the question in the tool without any hesitation. Your co
operation is very essential for the successful completion of my study. The information
provided by you will be kept confidential and used only for the research purpose.
Your sincere participation will help to plan for the future program.
Thanking you,
Yours faithfully,
Name
Signature
I am willing to participate in the study
Signature of Participant
ANNEXURE H
Blue print for knowledge Questionnaire
Sl Content Knowledge Comprehension Application Total no Percentage

N of
o questions
1 Meaning 5 1 0 6 20
2 Incidence 2 0 0 2 6.7
3 Causes 4 1 0 5 16.7
4 Clinical 7 0 0 7 23.3
features
5 Diagnosis 2 0 0 2 6.7
6 Management 1 1 6 8 26.7
Blue print for attitude statements
Sl No Question numbers Total

( Percentage)
Positive 1,2,3,5,6,7,10,11,12,14,15,16,17,18,22,25,26,28,29 19(63.33)
questions
Negative 4,8,9,13,19,20,21,23,24,27,30 11(36.67)
questions
ANNEXURE H
TOOL FOR THE STUDY - STRUCTURED QUESTIONNAIRE
SECTION [I] DEMOGRAPHIC DATA
Please read the questions carefully and mark tick [√ ] for the right answer in the box given
in the right side of the option . This information will be kept confidential and will be used only for
research purpose.
CODE NUMBER ----------

1. Age years
2. Gender
a) Male
b) Female
3. Educational qualification
a) Teacher’s Training Programme
b) B.Ed
c) M.Ed
d) Any other specify
4. Years of experience
5. Marital status
a) Married
b) Unmarried
c) Divorced / Separated
e) Widow / Widower
6. Did you have child psychology in your curriculum?
a) Yes
b) No
7. Have you attended inservice education on Problems of learning?
a) Yes
b) No
8. Have you ever taught children with Learning Disability?
a) Yes
b) No
QUESTIONNAIRE ON KNOWLEDGE RELATED TO LEARNING
DISABILITIES
SECTION [II]
INSTRUCTION
Read carefully and complete the sentence by putting tick [√ ]

mark to all appropriate options and cross mark [ x ] for wrong
answers in the box given in the right side .
1. Learning
1.1 Starts from school admission

1.2 Starts from birth
1.3 Is acquired from teachers only
1.4 Takes place only in school
2. Children in the same class
2.1 Possess same learning capacity

2.2 Possess unique capacity
2.3 Need same method of teaching
2.4 Need same supervision
3. Reading means
3.1 Uttering aloud

3.2 Reproduce sound
3.3 Correct pronunciation
3.4 Comprehension
4. Mathematics means
4.1 Science of abstract thing

4.2 Science of Concept
4.3 Science of Space and Number
4.4 Science of Calculation
5. Learning Disability means
5.1 Reading Disorder

5.2 Writing Disorder
5.3 Mathematical Disorder
5.4 Naming Disorder
6. Most common type of learning disability is
6.1 Reading disorder

6.2 Writing disorder
6.3 Mathematical disorder
6.4 Object learning disorder
7. Problems related to learning is most common in
7.1Adolescents
7.2 Adults
7.3 Children
7.4 Elderly
8. Number of children expected to have problems related to learning are 8.1 1 -2
%
8.2 3 - 7 %
8.3 10 – 15%
8.4 20 -30 %
9. Learning Disability is
9.1 A sickness
9.2 Carelessness
9.3 Done deliberately
9.4 Due to inadequate guidance
10. Children with Learning Disability will have
10.1 Deafness
10.2 Blindness
10.3 Mental Retardation
10.4 Brain Dysfunction
11.Chance for the sibling to develop the same is
11.1 Nil
11.2 Rare
11.3 High
11.4 Definite
12. Learning Disability can be due to
12.1 Poor Parenting

12.2 Influence of Peer group
12.3 Poor economic status
12.4 Sibling rivalry
13. Learning Disability constitute
13.1Defect in interpreting what they hear and see

13.2 Defect in linking information from different parts of the brain
13.3 Defect in Sensory functions
13.4 Defect in physical functions
14. Learning Disability is manifested in the form of
14.1 Academic failures

14.2 School drop outs
14.3 Behavioral problems
14.4 Physical problems
15. IQ of a child with Learning Disability is
15.1 Usually normal

15.2 Usually less than normal
15.3 Usually more than normal
15.4 Not related to IQ
16.a Child with Learning disability has
16.1 Delayed milestones

16.2 Poor emotional attachment with others
16.3 Reduced self esteem
16.4 Difficulty with school works
17. Children with Reading Disorder
17.1 Can have stammering

17.2 Read silently only
17.3 Omit words while reading
17.4 Poor voice modulation
18. Writing Disorder include
18.1 Slowness in writing

18.2 Multiple spelling errors
18.3 Laziness in writing
18.4 Poor intelligence
19. Children with writing Disorder
19.1 Avoid writing

19.2 Possess poor mental ideas to present
19.3 Possess poor organization of paragraph
19.4 Perform punctuation errors
20. Mathematical Disorder includes
20.1 Difficulty in learning to count

20.2 Poor concentration
20.3 Difficulty in learning multiplication tables
20.4 Disinteresr in studies
21. Learning problem can be detected by
21.1 Blood test

21.2 X ray and CT scan
21.3 By physical examination of the child
21.4 By academic assessment of the children
22. The first and the most efficient person to detect learning disability in
children is
22.1 Psychiatrist
22.2 Psychologist
22.3 Teacher
22.4 Counselor
23. Teachers should give information about child's learning problem to
23.1 Their siblings

23.2 Other children
23.3 Their parents
23.4 School authorities
24. Learning problem can be best managed by
24.1 Doctors
24.2 Nurses
24.3 Teachers
24.4 Psychologists
25. Problems related to writing can be improved by
25.1 Additional home works

25.2 Punishments
25.3 Comparing with other children
25.4 Positive reinforcements
26. Children with learning disability can be better managed in
26.1 Normal schools

26.2 Special schools meant for them
26.3 Home
26.4 Tuition Centers
27. Mathematical problem is better treated by
27.1 Strict discipline

27.2 Physical punishments
27.3 Repeated learning
27.4 Teaching using concrete objects
28. Remedial teaching for reading disorder include
28.1 Late exposure to school

28.2 Practice reading from different texts
28.3 Use multisensory instruction
28.4 Strict time limit for them to practice
29. Learning problem will be improved
29.1 As the age progresses

29.2 By remedial teaching
29.3 By native medicines
29.4 By prayer
30 Learning disability is worsened by
30.1 Friendship with children poor in studies

30.2 Watching TV
30.3 Punishments
30.4 Play
ATTITUDE OF TEACHERS TOWARDS PROBLEM CHILD
SECTION [III]
Instruction
Mark [ √ ] to the answer which you considered most appropriate to the
following question in terms of Yes , Cannot say or No
1 I believe that I care for this child more than other children in Yes Cannot Say No
my class
2 I feel that my presence can avoid the child's misbehavior. Yes Cannot Say No
3 I feel of often consulting others [including experts] on how to Yes Cannot Say No
help the child.
4 I feel that it is useless to correct the child even if the child Yes Cannot Say No
commits mistakes
5 I think that my loving care would change the child's problem. Yes Cannot Say No
6 I believe that I cater to the needs of the child without grudging Yes Cannot Say No
.
7 I feel that I reward the child for his accomplishments. Yes Cannot Say No
8 I usually wish to get rid of this child. Yes Cannot Say No
9 I often feel relieved when this child is absent. Yes Cannot Say No
10 I believe in letting the child have all the privileges as other Yes Cannot Say No
children
11 I feel that I have to like this child as he/she is now Yes Cannot Say No
12 I think that the child has to be corrected if he/she misbehaves Yes Cannot Say No
13 I think that child's problem is incurable hence the child's Yes Cannot Say No
future will be spoiled
14 I think that future of the child rests in the hands of his teacher. Yes Cannot Say No
15 I think that remedial teaching will solve the problem of the Yes Cannot Say No
child.
16 I feel that I am optimistic about the child's education. Yes Cannot Say No
17 I believe that child will become normal like other children. Yes Cannot Say No
18 I believe that the problem is not under the child’s control. Yes Cannot Say No
19 I feel that this child can spoil the reputation of the school. Yes Cannot Say No
20 I feel that I am unable to pay attention to other children Yes Cannot Say No
because of this child.
21 I feel that I punish this child frequently. Yes Cannot Say No
22 I feel that I am lenient with this child compared to other Yes Cannot Say No
children while teaching.
23 I feel that the child's behavior annoys me. Yes Cannot Say No
24 I feel ashamed to say that this is my student. Yes Cannot Say No
25 I feel that the child need constant supervision. Yes Cannot Say No
26 I think I am patient enough to give repeated corrections to the Yes Cannot Say No
child.
27 I feel that I shout at the child unduly. Yes Cannot Say No
28 I feel confident that the child can be improved by my Yes Cannot Say No
additional support.
29 I think that I allowed this child to be free when compared to Yes Cannot Say No
other children in the same class
30 I think that I assist the child even for simple things . Yes Cannot Say No
ANNEXURE J
CRITERIA CHECK LIST FOR KNOWLEDGE QUESTIONNAIRE
Section II
Assessment of knowledge of teachers regarding learning disability done by structured
questionnaire. Each correct response carries one(1) mark and wrong answer carries
zero(0) mark .Maximum score is 40 and minimum 0
Criteria measure for knowledge score
Good knowledge >75%
Average knowledge 50-75%
Poor knowledge <50%
Section III
Assessment of attitude is done using a 3 point scale, consisting of 30 statements-19
positive statements and 11 negative statements. Each statement consists of three
responses.Yes carries three(3) , cannot say carries two(2) and No carries one(1) mark.
Criteria measure for attitude score
Most favourable attitude >75%
Favourable attitude 50-75%
Un favourable attitude <50%

ANNEXURE K
SCORING KEY FOR QUESTIONS TO ASSESS THE KNOWLEDGE OF

TEACHERS REGARDING LEARNING DISABILITIES
Item number Correct response Maximum score

1. 1.2 1
2. 2.2 1
3. 3.4 1
4. 4.3,4.4 2
5. 5.1,5.2,5.3 3
6. 6.3 1
7. 7.3 1
8. 8.2 1
9. 9.1 1
10. 10.4 1
11. 11.3 1
12. 12.1 1
13. 13.1,13.2 2
14. 14.1 ,14.2,14.3 3
15. 15.1 1
16. 16.3,16.4 2
17. 17.3 1
18. 18.2 1
19. 19.3,19.4 2
20. 20.1,20.3 2
21. 21.4 1
22. 22.3 1
23. 23.3 1
24. 24.3 1
25. 25.5 1
26. 26.2 1
27. 27.4 1
28. 28.2,28.3 2
29. 29.2 1
30. 30.3 1
Scoring key for the attitude assessment of teachers towards learning disabled
children
Item number Score Score Score
1 3 2 1
2 3 2 1
3 3 2 1
4 1 2 3
5 3 2 1
6 3 2 1
7 3 2 1
8 1 2 3
9 1 2 3
10 3 2 1
11 3 2 1
12 3 2 1
13 1 2 3
14 3 2 1
15 3 2 1
16 3 2 1
17 3 2 1
18 3 2 1
19 1 2 3
20 1 2 3
21 1 2 3
22 3 2 1
23 1 2 3
24 1 2 3
25 3 2 1
26 3 2 1
27 1 2 3
28 3 2 1
29 3 2 1
30 1 2 3
ANNEXURE L
CRITERIA CHECK LIST FOR VALIDATION OF THE TOOL
Kindly review the items in the structured questionnaire for assessing knowledge
and attitude of teachers regarding learning disabilities among children and kindly
give your suggestion regarding accuracy , relevance , and appropriateness of the
content . There are two columns agree and disagree. Kindly tick against specific
column.
Criteria check list for validation of questionnaire for assessing knowledge
Items Agree Disagree Remarks

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
Criteria check list for validation of for attitude assessment
Items Agree Disagree Remarks

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
ANNEXURE M
Criteria Rating Scale For Evaluating and Validating the SIM on Learning
Disability
Dear Sir/ Madam,
Please go through the criteria listed below which has been formulated for
evaluating and validating the SIM .There are 4 response columns in the checklist
Column I ; Strongly Agree

P ut tick mark against this column, if you think that the content is
appropriate.
Column II ; Agree
Put tick mark against ths column , if you think that the content is
satisfactory.
Column III ; Disagree
Put tick mark against this column , if you think that the content is irrelevant.
Remark Column ; If responses are made in column II and III, the evaluator’s
comments are requested in the remark column.
The evaluator is requested to go through the content and express their opinion by
marking against the specific column in the criteria check list.Your expert opinion and
kind co- operation will help in carrying out my study successfully.
Sl No Criteria Strongly Agree Disagree Remark

agree
1. Formation of objectives
-Comprehensive enough for
the teachers
- Realistic to achieve
-Objectives are in terms of
teacher’s knowledge
outcomes
2. Selection of content
-Content provides
accurate
information ---
Content is
adequate for
theobjective
-Content is according to the
level of understanding of the
teachers
3. Organisation of the content
-Logical sequence
- Orderly presentation
- Integration of the content
4 Feasibility / Practicability
-The SIM is acceptable to
the teachers
- The SIM is upto the level
of teacher’s understanding
-SIM is conventional to
handle and conduct
The SIM is interesting to the
teachers
Any other Comments or suggestions
Signature of the evaluator

ANNEXURE N
“ When I faltered,
Dear teacher…. You held my hand,
When I doubted my self,
Dear teacher…. You believed in me”
SELF INSTRUCTIONAL MODULE ON LEARNING DISABILITIES
Prepared by
ROJA PRINCY
II nd year MSc(N)
Sarvodaya College of Nursing
Bangalore
CONTENTS
Particulars Page No
Unit I 106-107
Introduction
Objectives
Guidelines for using SIM
Unit II
Childhood mental illness – 108-109
Significance of the problem
Exercise I
Unit III 110-112
Learning Disability
Exercise II
Unit IV
Reading Disorder 113-116
Exercise III
Unit V
Disorders of written expression 117-119
Exercise IV
Unit VI
Mathematic Disorder
Exercise V 120-122
Unit VII
Role of teachers in the
management of children with 123-124
Learning Disability
Exercise VI
Glossary 125
Scoring Key 126
References 127
UNIT I
INTRODUCTION
Children are the nation's most important asset . A child spent most of his working
hours in school with their teachers . So they play a significant role in the all round
development of the child .A teacher who knows the developmental changes in
children and conditions that alter the normal development, can help in the early
diagnosis and promotion of their health. The present study is aimed to assess the
knowledge and attitude of school teachers regarding learning disabilities among
children. The investigator felt that it is necessary to develop a self instruction module
in order to enhance the knowledge of teachers which may increase their attitude and
confidence in identifying children with learning disability and managing them
efficiently.
The module consists of Introduction, Objectives, Guidelines to use Self Instructional

Module , Significance of the problem, Learning Disability ,Reading disorder, written
disorder, mathematical disorder and Role of nurses, Exercises , Answer keys and
Reference.
OBJECTIVES OF SELF INSTRUCTIONAL MODULE
After studying the module, you will be able to
-Recollect the significance of childhood problem

-Define learning disability
-Explain the prevalence of learning disability
-Enumerate the effect of learning disability on the child
-List down the types of learning disability
-Define reading disorder
-Describe the causes of reading disorder
-Explain the signs and symptoms of reading disorder
-Enumerate the management of reading disorder
-Define disorders of written expression
-Explain the causes of written disorder
-Describe the clinical features of written disorder
-Enumerate the management of written disorder
-Define mathematical disorder
-List down the etiology of mathematical disorder
-Explain the clinical features of Mathematical Disorder
-Enumerate the management of mathematical Disorder
GUIDELINE TO USE THE SIM
1) Go through the outline given in the instruction.

2) Go through the content of the SIM carefully and check your knowledge in
each unit using the exercise given at the end of each unit.
3) You may refer to the glossary section if you find difficulty in understanding
any term which is used in the content.
4) Compare your answer with the answer key provided in Annexure B
5) Reference are given at the end of the SIM for further reading.
6) Take a test to check your learning.
UNIT II
CHILDHOOD MENTAL ILLNESS --SIGNIFICANCE OF THE PROBLEM
A child is a miniature form of an adult. He has to undergo development in all

dimensions - Physical, Intellectual, Emotional and Social maturation to function as a
full fledged adult.
EMOTIONAL DEVELOPMENT SOCIAL DEVELOPMENT
INTELLECTUAL DEVELOPMENT PHYSICAL DEVELOPMENT
Defect in the development of any dimension can affect his integral maturation.
Disorders in development include pervasive developmental disorders and specific

developmental disorders. Learning disorder comes under specific developmental
disorder which is characterized by inadequate development in one specific area of
functioning.
At least 10% of children from world's population have mental health problem. It is
estimated that of all the children attending Child Guidance Clinic, 37% had neurotic
problem , 12% had mental retardation , 14% had epilepsy , 25% had psychosis, and
7% developmental disorders. Despite the fact that children under 15 years of age
constitute40-50% of the population of the developing countries, a majority have little
or no access to qualified help.
Learning Disorders are included in Mental illness because "Mental Disorder is

defined as a clinically significant behavioral or psychological syndrome or pattern
that occurs in an individual and that is associated with present distress or disability or
with a significantly increased risk of suffering". Learning Disorder causes distress ,
disability and risk of suffering . Also frequently co-occur with true Axis I clinical
psychiatric disorders.
EXERCISE I
1) What percentage of children in the world suffer from mental illness?

1.1 5%
1.2 10%
1.3 15%
2) What percentage of childhood psychiatric problem constitute learning

disorder?
2.1 1-3%
2.2 3-5%
2.3 5-7%
3) Which of the following is a mental illness?

3.1 Learning Disorder
3.2 Brain tumor
3.3 Convulsions
4) What is learning disorder?

4.1 Pervasive developmental disorder
4.2 Specific developmental disorder
4.3 None of the above
UNIT III
LEARNING DISABILITY
Definition
Learning Disability is defined as “A disorder that affect people’s ability to either

interpret what they see and hear or to link the information from different parts of the
brain. Such difficulties extent to school work and can impede learning to read, write
or do math.”
Incidence and Prevalence

.
For the school year1998-1999, 4.5% children (2.8million) had been identified as
having learning disabilities. In US, learning disability affect approximately 5% of all
children enrolled in Public Schools. In European countries , the percentage of students
learning in special schools range between 2.5 to 4.5% when 10-15% are in need of
special education.
In India, of 20-33% of Psychiatric Disorders in school children have been reported. A

clear evidence on the prevalence of learning disability in India is not available.
Etiology
No single cause has been identified. The possible causes are
Genetic cause- It frequently occur in family members and there exist a 45%
chance for the sibling of a learning disabled child to develop
the same.
Neurological causes- Most likely cause appear to be a disorder of brain

maturation or brain dysfunction which leads to
defect in interpreting what is seen and hear.
Social Factors - Frequent changes of school
Illiterate home background
School which provide very little personal attention
Diagnosis
The diagnosis is based on standardized individually administered tests. To confirm the

diagnosis, reports of parents and teachers are also used.
Types of Learning Disabilities
Reading Disorder (Dyslexia)

Writing Disorder (Dysgraphia)
Mathematical Disorder ( Dyscalculia)
Effect of learning disability on the child
Learning disability has to be identified and treated at the earliest because poor
academic performance and repeated failures can reduce their self esteem and
confidence in himself. It can lead on to emotional and behavioral problems. They are
more prone to commit suicide also.
EXERCISE II
1) What do you mean by Learning Disability?

1.1 It is mental retardation
1.2 It is problem in reading, writing, or mathematics
1.3 It is poor academic performance due to sensory deficit
3) What are the complications of learning disability?

2.1 Reduced self esteem and suicidal risk
2.2 Emotional and behavioral problems
2.3 All the above
4) How will you diagnose learning disability?

3.1 Using standardized tool
3.2 Using report of parents and teachers
3.3 All the above
4) Which are the conditions included under learning disability ?

4.1 Reading disorder and Mathematical disorder
4.2 Writing disorder
4.3 All the above
5) What is Dyslexia?
5.1 Reading Disorder

5.2 Writing Disorder
5.3 Mathematical Disorder
UNIT IV
READING DISORDER
Definition
Reading Disorder is characterized by a significant impairment in reading acquisition

that does not have any demonstrable etiology in a physical disorder, mental
retardation, or environmental deprivation.
Clinical Features
1) Inaccurate reading
-Problem in distinguishing letter forms especially that differ only in special
orientation, and length of line. For eg “p” as “q” and “b” as “ d”.
-May recognize the printed form but forget which spoken word is equivalent
-Misreading which include distortions, substitutions or omissions of words or

morphemes. Distortion means confusion when pronouncing words i.e, ”mawn
lower” instead of “lawn mower”. Substitution usually occurs between
phonetically and grammatically similar words for eg “read” as “red” and “pat”
as “pad”. May high light non essential information and omit important points.
-They are poor spellers . usually commit letter reversal mistakes .
Difficulty in mastering rules of spelling for eg “beautiful” as “butiful”. In

addition to that they misuse words and write incomplete and grammatically
incorrect sentences.
- Slow to learn and use new vocabulary words correctly.
2) Slow reading
- Slowness in both oral and silent reading .It is suspected to be due to

the child’s need to go back for comprehension.
3) Poor Comprehension
- The sentences they themselves use may be fragmented or poorly
constructed. The child may find it difficult to draw inference from a
story read aloud.
Prognosis
It remain unnoticed in preschool age and most often diagnosed in grade II.. Overtime ,
reading disorder tend to improve.
Management
2) Remedial teaching - It consists of following steps
A. Mastery of simple phonetic units - Understanding that words are

made up of sounds and recognize skill and linguistic awareness
( relationship between sound and meaning).
B. Blending of these units into words or sentences.
C. Make use of different senses - Multisensory , structured language

instruction and practice using light, sound and touch when introducing
new ideas. Using books - tape and assistive technology such as screen
readers are beneficial.
- Early exposure to oral reading, writing and drawing.

- Practice reading from different kinds of texts ( books, magazines, comics)
- Allow extra time for them to complete their assignments and help with
note taking.
3) Parental counseling -
- Help them to accept the child as such and make them understand that
that it is a sickness and not because of their laziness or lack of interest in studies.It
can be managed only by proper guidance and tender care of those handling the
children. .
- Provide practice in reading at home and listen to their reading and give
correction constructively
4) Counseling and Psychotherapy of child.
- Positive reinforcement given immediately and contingently can

accelerate the learning of reading skills.
- Provide Feed back of results such as rewards.
- Allowing child to plan their own program.
- Help with the emotional issues that arise from struggling to overcome
academic difficulties.
- Handle these children with care and never belittle them in front of
others
EXERCISE III
1) What is the cause for reading disorder?

1.1 Poor supervision in school
1.2 Poor vision
1.3 Brain dysfunction
2) What are the clinical features of reading disorder?

2.1 Not read loudly
2.2 Inaccurate reading
2.3 Hesitate to read
3) How will you manage a child with reading disorder?

3.1 By remedial teaching
3.2 By punishments
3.3 By prayer
4) Which are the methods included under remedial teaching?

4.1Useof different senses
4.2 Provide extra time to practice
4.3 All the above
5) Who are the important people involved in the care of reading disorder?
5.1 Teachers and Doctors
5.2 Doctors and Nurses
5.3 Teachers and Parents
UNIT V
DISORDERS OF WRITTEN EXPRESSION
Definition
Disorder of written expression is a significant impairment in written communication

that is not attributable to low intelligence, visual or hearing defect, neurological
disorder, or lack of adequate instruction.
Clinical Features
1)Spelling errors – Of this most common is phonetic or grammatical errors in which

misspelling resemble the way the word sounds
Misspelling in the way the word sounds FOTOGRAF for PHOTOGRAPH

CAIM for CAME
Misspelling resemble a pronunciation or OFFEN for OFTEN
slurring of word
Morphological errors LAUGHTED for LAUGHED
Segmental errors A WAY for AWAY

Reversals GOD for DOG
Spelling rule errors BITTING for BITING
A sample of a letter written by a child with written disorder.
Each sentence will be having so many corrections and cuttings

2) Grammatical Errors
- Word omissions, Incorrect verb and Pronoun usage and incorrect
word endings
- Written sentences may be incomplete
3) Punctuation and Capituation errors
4) Excessively poor handwriting
- Letter forms are not readable.

- Rotations or inversions of letters
- Mixture of printing and cursive writings
- Inappropriate mixture of upper case letters and lower case letters.
- Difficulty forming letter shapes
- Inconsistent spacing between letters/ words
- Inability to write or draw in a line or within margins
- Tight awkward pencil grip and body position.
- Tiring quickly while writing.
5) Poor organization of paragraphs
- Difficulty in organizing thoughts on paper .Trouble keeping track of

thoughts already written down
- Poor story composition like settings , character, themes etc
- Poor cohesion (eg abrupt ending , transitions that are not smooth)
Prognosis
Diagnosis usually at the age of 8.Usually improve, but aspects of the disorder may
remain throughout.
Management
Formal instruction in writing

- Practice with writing
- Use paper with raised lines for a sensory guide to staying within the
lines.
- Try different pens and pencils to find one that is comfortable.
- Encourage proper grip and postures for writing.
- Use multi sensory techniques for learning letters , shapes and
numbers. For eg for writing b , “ big stick down, circle away from
my body”
- Be patient and positive , encourage practice and praise effort.
- Allow extra time for writing
- Allow use of print or cursive- whichever is most comfortable.
- When organizing written projects, create a list of key words that will
be usefull.
- Counselling and Psychotherapy – Reinforce improvements in writing
by rewards and avoid punishments
EXERCISE IV
1)What do you mean by disorders of written expression?

1.1 Poor intelligence
1.2 Sensory defects
1.3 Impairment in written communication
2) What are the features of writing Disorder?

2.1 Repeated spelling errors
2.2 Punctuation and capitulation errors
2.3 All the above
3) At what age disorders of written expression are usually detected?

3.1 In the pre school age
3.2 In kinder garden
3.3 In primary classes
4) How will you manage a child with disorders of written expression?

4.1By providing extra time for written assignments
4.2By multi sensory techniques
4.3 All the above
1) What are the emotional managements needed for such children ?

5.1 Counseling
5.2 Positive reinforcements
5.3 All the above
UNIT VI
MATHEMATICS DISORDER
Definition
Mathematics Disorder is an impairment in the development of arithmetic or
mathematical skill that is sufficiently serious to interfere with academic achievements
or daily living .
Clinical Features
2) Linguistic symptoms - Difficulty in understanding and naming mathematical

terms, operations and concepts
- Difficulty in decoding written problems into mathematical symbols
- Understanding concepts used in mathematical problems like more or
less , first and last, before and after
3) Perceptual symptoms - Difficulty in recognizing and reading numerical

symbols or arithmetic signs ,
-clustering objects into groups
- aligning strings of numbers during calculation
- ordering strings of numbers
3) Mathematical Symptoms
- Difficulty in performing basic mathematical operations
and in Memorizing numerical facts
- Difficulty in following sequences of mathematical steps
- Difficulty in Counting objects
- Difficulty in Learning multiplication table
4) Attention symptoms
- Inaccurate copying of numbers
- Omitting digits, decimals or symbols when writing answers
- Forget to add in carried numbers
- - Fail to notice arithmetical signs
Prognosis
Diagnosis is made in 2nd or 3rd grade. Prognosis not clear.
Management
Special class room placement- It provide supplemental remedial teaching.
Perceptual skill training

- It focus on skills like matching, sorting , and arranging objects
- Teach new concepts with concrete objects like pencil, sticks, blocks
etc then move to abstract ideas.
Cognitive developmental teaching – In it teacher facilitate learning through areas of

cognitive strength in the child.
Use graph paper for students who have difficulty in organizing on plain paper.
Encourage them to ask doubts.
Help the student to understand his abilities and weakness.

EXERCISE V
2) What do you mean by Dyscalculia
1.1 Reading disorder

1.2 Written disorder
1.3 Mathematical disorder
2) What are the signs and symptoms of Mathematical disorder?
2.1 Linguistic symptoms
2.2 Perceptual symptoms
2.3 All the above
3) Who is the best person to detect Mathematical Disorder?
3.1 Teacher
3.2 Psychiatrist
3.3 Psychologist
4) Which is best method of managing a child with Dyscalculia?

4.1 Impositions
4.2 Teaching with concrete objects
4.3 Late exposure to maths
5) When Mathematical Disorder is detected?

5.1 At birth
5.2 In Nursery
5.3 In class 2 or 3
UNIT VII
ROLE OF TEACHERS IN THE MANAGEMENT OF CHILDREN

WITH LEARNING DISABILITY
Teachers play an important role in the identification of these children because the
primary manifestation of this disorder is their difficulty in coping with everyday
school tasks.Monitor each student’s performance and involvement in the class room.
Identify and foster his abilities instead of repeatedly stressing the weakness.
Accept the child as such and avoid unnecessary punishments. Because their poor
academic performance is not due to carelessness or inattention but it is a problem of
the brain or in other words is an illness.
Ill treatments or labeling them as being stupid or lazy can lead to secondary symptoms
like emotional problems, reduction in self esteem, behavioral problems and high
suicidal rates.
Arrange counseling for parents and students.
Refer them to experts like Educational Psychologist, Psychiatrists, Counselors for

further evaluation and suggestions.
Mental input in school plays a major role in the amelioration of learning problems in
children.
Consider the fact that THERE IS NO STUDENT WITH LEARNING DISABILITY

WHO CAN NOT LEARN, IF A TEACHER HAS APPROPRIATE SKILL AND
WILLINGNESS TO SPEND THE TIME, USING HIS/HER EXPERTISE TO
REACT AND TEACH THAT CHILD.
EXERCISE VI
1) Who is the best person to manage a child with learning disorder?

1.1 Teacher
1.2 Nurse
1.3 Psychologist
2) Which are the essential factors that influence the prognosis of the learning
disabled child?
2.1 understanding and accepting the child as such
2.2 Strict supervision
2.3 Restricting extra curricular activities
3) Who are the experts involved in the care of learning disability?

3.1 Pschiatrists and Educational Psychologist
3.2 Psychiatrists, Parents, Teachers, and Educational Psychologists
3.3 Psychiatrists and Teachers
4) Who all should be given counseling?

4.1 Children
4.2 Parents
4.3 All the above
GLOSSARY
Prevalence - The number of cases of a specific disease present in a given population

at a certain time
Syndrome - A combination of symptoms resulting from a single cause or so

commonly occurring together as to constitute a distinct clinical picture.
Etiology - The science of dealing with causes of disease.
Psychotherapy – Any of a number of related techniques for treating mental illness by

psychological methods.
Mental Illness- Any clinically significant behavioral or psychological syndrome

characterized by distressing symptoms , significant impairment of functioning or with
a significantly increased risk of suffering.
Pervasive Developmental Disorder – A group of disorders characterized by

impairment of development in multiple areas , including the acquisition of reciprocal
social interaction , verbal and nonverbal communication skills , and imaginative
activity and by stereotyped interests and behaviors.
Epilepsy - Paroxysmal transient disturbance of nervous system functioning resulting

from abnormal electrical activity of the brain.
Psychosis - A state in which a person’s mental capacity to recognize reality,

communicate and relate to others is impaired , thus interfering with the capacity to
deal with life demands.
Standardized Test – A test that has already been used on a wide population of
subjects, its results are not limited in application to a particular test group.
Prognosis - A forecast of the probable course and outcome of an attack of disease and
the prospects of recovery as indicated by the nature of the disease and the symptoms
of the case.
ANSWER KEY
EXERCISE UNIT I 1) 1.2

2) 2.2
3) 3.1
4) 4.2
UNIT II 1) 1.2
2) 2.2
3) 3.3
4) 4.3
5) 5.1
UNIT III 1) 1.3

2) 2.2
3) 3.1
UNIT IV 1) 1.3
2) 2.3
3) 3.3
4) 4.3
5) 5.3
UNIT V 1) 1.3
2) 2.3
3) 3.3
4) 4.3
5) 5.3
UNIT VI 1) 1.1
2) 2.1
3) 3.1
4) 4.2
5) 5.3
UNIT VIII 1) 1.1

2) 2.1
3) 3.2
4) 4.3
REFERENCES
1. Dhar N.K , Bhatia M.S.A Comprehensive Text Book Of Child and

Adolescent Psychiatry.I st ed. CBS Publishers: NewDelhi; 1996.
2. Niraj A. A Short Text Book Of Psychiatry.5th ed. Jaypee Brothers;

2001.
3. American Psychiatric Association . DSM IV TM , 4 TH ed. Jaypee

Publishers; 2002.
4. Rutter M, Taylor E .Child and Adolescent Psychiatry. 4 th ed. Black

Well Publishing; 2002.
5. Kaplan I H, Sadock JB . Comprehensive Text Book of Psychiatry. 6 th

ed. Williams and Wilkins:1995.
List of Experts who validated the tool
1. Dr. Lalitha
Additional Professor & Head in Charge,
Department of Nursing
NIMHANS
Bangalore
2. Dr Nagarajaiah
Assistant Professor
Department of Nursing
NIMHANS
Bangalore
3. Prof. Kulkarni
Principal
Infant Jesus College Of Nursing
Vijayanagar
Bangalore
4. Prof. Dasegowda
Head of the Department
Govt College of Nursing
Bangalore
5. Dr. V. Indiramma
Prof. Psychiatric Social Work
NIMHANS
Bangalore
6. Dr. Mary Ipe

Assistant professor of Pediatric Neurology
Medical College
Trivandrum
7. Mr.Sharma
Statistician
Record Section, JLL Hospital
Bhilai
8. Mrs. Mini Alex

Dept of Psychology
Arts and Commerce Girls College
Devendra Nagar
Raipur
9. Mrs.Mini K Paul
Clinical Psychologist
CGC, Medical College
Trivandrum

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A Descriptive Study to Assess the Knowledge and Attitude of

School Teachers regarding Learning Disabilities Among

Dissertation Submitted to the

Master of Science in Nursing

Under the guidance of

Dept. of Psychiatric Nursing

(Affiliated to Rajiv Gandhi University of Health Sciences, Karnataka)

DECLARATION BY THE CANDIDATE

the Knowledge And Attitude Of School Teachers Regarding Learning

Disabilities Among Children In Selected Schools At Bangalore" is a bonafide and

Principal & Head of the Department, Psychiatric Nursing, Sarvodaya College Of

Date: Signature of the Candidate

Place: Roja Princy

Knowledge And Attitude Of School Teachers Regarding Learning Disabilities

Among Children In Selected Schools At Bangalore" is a bonafide research work

Date: Signature of the Guide

Place: Prof. Bheemappa T. MSc(N)

Knowledge And Attitude Of School Teachers Regarding Learning Disabilities

Among Children In Selected Schools At Bangalore" is a bonafide research work

Head of the Department, Psychiatric Nursing, Sarvodaya College Of Nursing,

Seal & Signature of the Seal & Signature of the

Declaration by the Candidate

electronic format for academic/ research purpose.

Date: Signature of the Candidate

© Rajiv Gandhi University of Health Sciences, Karnataka.

No one can lead a life apart

contributed to the successful completion of this endeavour.

Investigator wishes to acknowledge her thanks to

Mr. Narayanaswamy, Chairman, Sarvodaya College of Nursing for providing an

opportunity to advance my education in this institution.

extended whenever I was in need.

Community Health Nursing), Mr. Amal Xavier( Principal Oriental College Of

entire course of my study.

for extending his expert opinions.

The librarian of Sarvodaya College of Nursing, NIMHANS library and Indian

Medical Association, Bangalore for their assistance in literature reviews.

teachers who cooperated whole heartedly with me in conducting the study.

time of my birth till now.

My mother in-law for her moral support and encouragement.

My husband for being my anchor of strength and motivation.

they extended whenever needed.

Date: Signature of the Candidate

et al. And others

B.Ed Bachelor of Education

≤ Greater than or equal to

≥ Less than or equal to

M.Ed Masters Degree in Education

SIM Self Instructional Module

UNICEF United Nations International Children’s Emergency Fund

WHO World Health Organization

and development. Any alteration in its course leads on to developmental disorders.

Of the developmental disorders learning disability plays a significant role as a silent

towards their recovery.

1. To assess the level of knowledge of teachers regarding learning disabilities among

2. To measure the attitude of school teachers towards children with learning

3. To associate the knowledge of school teachers with selected socio demographic

4. To associate attitude of school teachers with selected socio demographic

5. To correlate the knowledge and attitude of teachers regarding learning disability.

6. To develop a ‘Self Instructional Module on Learning Disabilities ‘for teachers.