Effect of video assisted teaching (VAT) on improving primary teacher's knowledge regarding learning disabilities: An Indian perspective

Formal learning in classroom is a part and parcel of current educational system. Teachers are in a unique position to identify the children's lacunaes in the developmental learning processes. Current Study was done to assess the pre interventional knowledge of primary school teachers regarding selected learning disabilities among primary school children, evaluate the effect of Video Assisted Teaching (VAT) and to find the association between knowledge scores and selected socio-demographic variables.

Pre-experimental one group Pre test-post test design was used among 60 primary school teachers selected through convenient sampling. Researcher developed structured questionnaire was administered after obtaining informed consent. Reliability and validity were established. One hour group session-Video assisted teaching (VAT) was administered for 7 days consecutive days. Theoretical and practical aspects of selected learning disabilities and its management measures were discussed. data were assessed using descriptive and inferential statistics.

Majority 33 (55%) of primary school teachers had average knowledge followed by 22 (36.6%) had poor knowledge and 5 (8.3%) had good level of knowledge score. There was a statistically significant difference in the knowledge score before and after the intervention at p < 0.01.

Teachers play a paramount role in identifying and managing learning disabilities. A well informed teacher can transform these disabilities into possibilities, which can bring out the best in the child.