Effect of instructional training package on level of knowledge and practice among primary school teachers regarding identification and management of selected learning disabilities in children

Assess the level of knowledge and practice among primary school teachers regarding identification and management of SLD in children, compare the effect of ITP on level of knowledge and practice and associate the pretest level of knowledge and practice with selected socio-demographic and academic data variables.

Pre-experimental one group pre-test post-test design. Data was collected from thirty samples recruited by non-probability purposive sampling method, using self-structured knowledge questionnaire and practice checklist followed by ITP. Posttest was conducted after 1week.

Majority 29 (96.7%) of the samples were female, 26 (86.7%) were married, 13 (43.3%) had education Plus Two with D. Ed and 18 (60%) had teaching experience of 6 years and above. Majority 26 (86.7%) of the samples received no special training for handling students with learning disabilities (LD) and only 15 (50%) had personal experience in handling children with LD. The overall mean posttest knowledge score (27.53±1.306) was highly significant than mean pretest score (16.90±2.339) with calculated paired ‘t’ (t₂₉ = 24.72, p<0.01). The overall mean posttest practice score (19.73±0.740) was highly significant than the mean pretest score (13.77±2.967) with calculated paired ‘t’ (t₂₉ = 10.73, p<0.01). A highly significant association (p<0.05) was observed between education (χ² = 21.690, p<0.01), years of experience (χ² = 13.970, p<0.01) and experience in handling students with learning disabilities (χ² = 30, p<0.01) with pretest practice score of the samples.

ITP is an effective tool for increasing the level of knowledge and practice among primary school teachers regarding identification and management of SLD in children.