Vol. 9, Issue 6, Part A (2023)

Abstract
The purpose of the present study was to assess and improve the knowledge regarding learning disabilities in school going children among primary school teachers. So that teachers can incredibly enhance their knowledge regarding early identification of learning disabilities in children. The objectives of the present study were to assess and compare the pretest and posttest knowledge score regarding learning disabilities in school going children among primary school teachers. To find out relationship between knowledge and selected demographic variables. The review of literature were organized in two aspects: Literature related to prevalence and knowledge of primary school teachers regarding learning disabilities. The study was conducted in selected schools (Shri Hemkunt Senior Secondary School and Dasmesh Public Senior Secondary School, Kot-Ise-Khan) of Moga, Punjab. The target population for the study was primary school teachers. Primary school teachers were selected by convenient sampling method of non-probability sampling technique. Sample size was 60 primary school teachers (30 in experimental group and 30 in control group). The knowledge score of primary school teachers in experimental group regarding learning disabilities in school going children was below average (77%) and average (23%) before imparting the structured teaching programme and knowledge score of primary school teachers was good (67%) and average (33%) after imparting structured teaching programme. The mean post-test knowledge score (23.57) of experimental group was significant as compared to mean pre-test knowledge score (13.17) of experimental group whereas no significant change in mean pre-test (13.27) and post-test knowledge score (13.57) of control group was observed. The difference between the mean pre-test and post-test knowledge score of experimental groups was significant at p<0.001 level. Hence research hypothesis H1 was accepted at p<0.001 level of significance.