KNOWLEDGE AND PRACTICE OF SCHOOL TEACHERS REGARDING MANAGEMENT OF LEARNING DISORDERS AMONG CHILDREN IN A SELECTED SCHOOL AT KANPUR”

Abstract

The majority of children's working hours are spent in school with teachers, who have a significant influence on how they develop in the future. A teacher is in charge of a child's holistic, integrated development. He creates the ideal environment for their growth, much like a gardener would. To evaluate teachers' practices and understanding of managing learning disorders in students at a
chosen Kanpur schools, a descriptive study was carried out. The study's goals were to evaluate school teachers' knowledge and practices and determine how these factors relate to particular socio-demographic factors. The convenience sample strategy was used by the researcher to choose 100 school instructors. A standardized, self-administered questionnaire was used to gather the data. The data was analyzed using both descriptive and inferential statistics. According to the results, the majority (55%) had inadequate comprehension, 36% had reasonably sufficient knowledge, and 9% had adequate knowledge. Of the 100 people, 23% had practice that was appropriate, 25% had practice that was inadequate, and 51% had practice that was pretty adequate. A significant positive correlation was found between school teachers' knowledge and practices regarding the management of specific learning disabilities in children (r=0.551, significant at the 0.05 level). Furthermore, the study discovered a strong relationship between the degree of practice and socio-demographic characteristics such as age in years, years of experience, family history of learning disorders, and training programs taken on learning disorders. It also discovered a strong relationship between the degree of teacher knowledge and
these variables.