RAJIV GANDHI UNIVERSITY OF HEALTH SCIENCES

BANGALORE, KARNATAKA

“A STUDY TO ASSESS THE EFFECTIVENESS OF

STRUCTURED TEACHING PROGRAMME ON KNOWLEDGE OF

PRIMARY SCHOOL TEACHERS REGARDING LEARNING

DISABILITY IN CHILDREN IN SELECTED PRIMARY

SCHOOLS AT CHINTAMANI”

PROFORMA FOR REGISTRATION OF SUBJECT FOR

DISSERTATION

Mr.PRASHANTHA.N

S.L.E.S COLLEGE OF NURSING, CHINTAMANI.

RAJIV GANDHI UNIVERSITY OF HEALTH SCIENCES BANGALORE,

KARNATAKA

PROFORMA FOR REGISTRATION OF SUBJECT FOR DISSERTATION

1 NAME OF

THE

STUDENT

Mr. PRASHANTHA.N

M.Sc NURSING STUDENT

S.L.E.S COLLEGE OF NURSING,

CHINTAMANI-563125

2 NAME OF

INSTITUTION

S.L.E.S COLLEGE OF NURSING,

CHINTAMANI. -563125

3 COURSE OF

STUDY

M.Sc NURSING

MENTAL HEALTH (PSYCHIATRIC) NURSING.

4 DATE OF

ADMISSION

TO COURSE

30-06-2012

5 TITLE OF

TOPIC“A STUDY TO ASSESS THE EFFECTIVENESS OF

STRUCTURED TEACHING PROGRAMME ON

KNOWLEDGE OF SCHOOL TEACHERS

REGARDING LEARNING DISABILITY IN

CHILDREN IN SELECTED PRIMARY SCHOOLS

AT CHINTHAMANI”

6. BRIEF RESUME OF INTENDED WORK:

6.1. INTRODUCTION: 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 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.

“The quality of children's life solely depends on the type of family environment

school and neighborhood. Unhealthy social surrounding can put them into stress and can

increase their vulnerability to develop emotional disorders. The prevalence rate of 20-33

% of psychiatric disorders in school children in Indian setting. Among them Learning

Disorder constitute 3-7%2.

The term ''Learning Disability'' coined in the year l960. Learning Disability is also

termed as "Specific Academic Skill Disorder” or "Specific Learning Disability”3.

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"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

(2.8million) 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 locality5.

Learning disability, is a classification including several disorders in which a

person has difficulty learning in a typical manner, usually caused by an unknown

factor or factors. The unknown factor is the disorder that affects the brain’s ability

to receive and process information. This disorder can make it problematic for a

person to learn as quickly or in the same way as someone who isn’t affected by a

learning disability. Learning disability is not indicative of intelligence level. Rather,

people with a learning disability have trouble performing specific types of skills

or completing tasks if left to figure things out by themselves or if taught in

conventional ways6.

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 difficult7.

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. The

successes of these children are determined by the response of the school personnel to the

needs of these children8.

NEED FOR THE STUDY

“Children are no different than roses in their development and they are born with the

capacity and desire to learn, they learn at different rates, and they learn in different ways.

If we can meet their needs, provide a safe, nurturing environment, and keep from

interfering with our doubts, anxieties, and arbitrary time tables, then like roses they will

all bloom at their own best time9.

Learning disability is a term that refers to a group of disorders in listening,

speaking, reading, writing and mathematics. Learning disabilities were thought to be rare

but statistics in India shows that 13%-14% of children are affected by this handicap. The

world over 10 out every 100 school children are said to suffer from learning disabilities2.

Nearly 3 million students receive special education services every year and of those

halves are diagnosed with learning disabilities, which is 15% of US population3. Today,

almost 3 million school age students receive special education services because of

learning disabilities. Unfortunately, most schools fail to lend a sympathetic ear to their

problems. As a result these children are branded as failures9.

Viewing scholastic backwardness in terms of poor academic achievement or

repeated failure in grades, several Indian school surveys in the past decade have recorded

prevalence rates that range between 20 and 50%. A study of scholastic backwardness

among 5-8 year old school going children found out that 10.23% children have scholastic

backwardness. No gender difference was noticed. The rates of specific difficulties such as

reading, writing and arithmetic were found to be 4.69%, 5.15% and 15.96% respectively.

About 26% scholastically backward children were also found to have psychological

disturbance10.

A study was conducted to assess the factors affecting learning disabilities in

mathematics in Nepal. 58 learning disabled boys and 46 learning disabled girls from 29

rural and 15 urban schools participated in the study. The analysis of these 104 learning

disabled students’ bio data revealed that the factors related to the children with learning

disability in mathematics were ‘poor instruction’, ‘parent’s adverse behavior to them’,

and ‘teacher’s negligence in the class’11.

A study was done among 75 school teachers to know the effectiveness of self

instructional module of learning disabilities among school children on school teachers in

Mangalore. The mean percentage of knowledge in the pretest was 57.35% with the mean

+ SD 21.22+ 3.818 and mean percentage of knowledge in the post test was 91.67% with

mean + SD 33.92 + 1.700. Overall findings of the study revealed that 52% of teachers

had poor knowledge on learning disabilities and only 2% had good knowledge on

learning disabilities12.

A study was conducted to assess the awareness and sensitivity among parents,

teachers, school management and counselors regarding learning disability in 35 Schools

of Mumbai. About the conceptual understanding of learning disabilities 52% teachers had

no awareness, 37% had minimal awareness and 11% had adequate awareness. About

etiology 72% had no awareness, 14% had minimal awareness and 14% had adequate

awareness. About the types of learning disabilities 75% of teachers were not aware13.

Parents and teachers, who are unaware about learning disabilities, may label the

otherwise bright and creative child as lazy and disinterested. Even in cities, schools are

hostile towards learning disabilities at large; and ignorant about characteristic features

and specific academic difficulties. The lack of necessary facilities for identification, along

with delay in referral and remediation results in severe damage to their self esteem and

motivation to study leading to a vicious cycle of academic, emotional and behavioral

problems. There looms a large degree of ignorance among school teachers about the

diagnosis of learning disabilities, resulting in a hostile attitude towards the child14.

This instigate the researcher to select this topic and do the research for the favor offering

knowledge to primary school teachers for the bright future of children.

6.2 REVIEW OF LITRATURE.The review of literature is defined as a broad, comprehensive, in-depth, systematic

and critical review of scholarly publication, unpublished scholarly print materials,

audiovisual material and personal communication15.

The related literature has been organized and presented are as follows.

The review of literature attempts to cover the broad areas of requirements of this study

are.

1. Studies related to learning disability.

2. Studies related to knowledge of teachers regarding learning disability.

Studies related to learning disabilityA study was conducted on comprehension of nonverbal communication, a

reexamination of the social competencies of learning disabled children. The aim of the

study was to determine the difference of learning disabled children from the

nondisabled children in their ability to comprehend nonverbal communication. A

sample of 30 Learning disabled and 30 Non Disabled between 9 to 12 year were

taken. The competence measures included teachers ratings of aggressive &

withdrawn behaviors using the behavior problem checklist. The learning

disabled children were judged to be more withdrawn & less socially skilled.

Results emphasize the importance of considering the presence of attentional problem

in Learning Disabled children that may interfere with an accurate assessment of

their skills 16.

A study discussed on competence in students with learning disabilities. The study

focuses on students & teachers perceptions of the student’s strategy use and

performance in nine different academic & organizational domains. 663 students &

their 57 teachers were involved in the study. Findings indicated that the students

with learning disabilities considered themselves appropriately strategic & competent

in the five domains of reading, writing, spelling, math and organization 17.

A study assessed to know the relationship between social perception & peer status

in children with learning disabilities. It was undertaken to examine the social

perceptual skill deficit theory in explaining the low peer acceptance of children

with learning disabilities. The quality of tests measuring social perception was also

examined Thirty 9 to 12 year old children with learning disabilities & a matched

control group were given two measures of social perceptions ; a laboratory task

and a behavior rating scale. The behavior rating scale was completed by children’s

teachers. In addition, the peer acceptance scale was administered to assess peer

status. Results showed that the children with learning disabilities different

significantly from their nondisabled peers 18.

A study was conducted on social skill deficit & learning disabilities. Using the

method of meta analysis. This investigation explores the nature of social skill

deficits among students with learning disabilities. Across 152 studies, quantitative

synthesis shows that on average about 75% students with learning disabilities

manifest social skill deficits that distinguish them their comparison samples 19.

A cross sectional study was conducted in Mumbai to compare the cognition

abilities in children with specific learning disorder (SpLD) viz. dyslexia, dysgraphia and

dyscalculia with those of non impaired children. The study group consisted of 95 newly

diagnosed SpLD children and the control group consisted of 125 non impaired children of

age group between 9-14 years. An academic achievement of two years below the actual

grade placement on educational assessment with a curriculum based test was considered

diagnostic of SpLD. A battery of 13 cognition function tests based on Guilford’s structure

of intellect model was administered to each child on four areas of information viz. figural,

symbolic, semantic and behavioral. The study showed that children with SpLD had

significantly lower scores in all area of information. Maximally in the symbolic

area(18.66 ± 4.83 vs 28.36 ± 4.29, mean difference 9.64, P<0.0001, df=218, 95% CI 8.43

- 10.86),followed by semantic (18.72 ± 5.07 vs 28.30 ± 4.29, mean difference 8.64,

P<0.0001, df=218,95% CI 7.40 - 9.87), figural(17.10±5.24 vs 25.14±3.36 mean

difference 8.04, P<0.0001, df=218,95% CI 6.89 - 9.19).The study concluded that

cognition abilities in children were significantly impaired with SpLD 20.

A comparative study was done to determine whether attention deficit and hyper

activity /learning disability adolescent are prone to accidents and to investigate for

parental coping. The sample were 108 high school students diagnosed with ADHD/LD

studying in an institute of special education were examined and interviewed and 78

students studying in a nearby school served as control group. The results showed that

students study group had involved in accidents 0.5±1.6 in comparison to 0.23±0.4

accidents in control group (p=0.001). The accidents had occurred at a mean age of

11.1±3.4yr. Circumstances and location where accidents occurred were while running,

participating in sports, home environment, school environment and road accidents. This

study shows that there is risk for ADHD/LD adolescents to be involved in all kinds of

accidents.21

A study conducted by Sarvasiskha Abhiyan, TN regarding remedial programmes for

children with learning disabilities. The objectives of the study was to measure the

intellectual development of children with learning disability, to provide psychoeducation

programmes and to conduct teaching programme for teachers. This study used different

methods like general intelligence and aptitude tests, general achievement and personality

test. It suggested orientation programmes regarding learning disability must be arranged

for the teachers22.

Studies related to knowledge of teachers regarding learning disabilityA study revealed on attitude & knowledge on learning disability among school

teachers. The aim of the study were to investigate teachers knowledge & attitudes

towards learning disabilities. Forty six high school teachers were divided into two

types. 25 teachers taught at as academic school & 21 teachers taught at special

education school. The overall for positive attitude was 75%. However this score

was higher for special education school teachers23.

The study investigated on teacher competency testing. What teachers of student

with learning disabilities to know. Six are administering tests in the specific area

of learning disabilities. The objectives and content areas of knowledge included in

competency testing programs within the specialized area of teacher competence were

analyzed, & the comparisons were completed across knowledge areas among states 24.

A quasi experimental study was conducted by NIMHANS Bangalore, to assess

the effectiveness of structured teaching programme on the level of knowledge of teacher

trainees towards learning disabilities. The samples were 32 teacher trainees from second

year D. Ed. programme at Shree Vijayendra D. Ed. College, Kolar Gold Fields. The tools

used for the study comprised of socio demographic data, knowledge about learning

disability questionnaire and opinion about learning disability questionnaire. The pre-test

knowledge mean score was 17.75, standard deviation was 4.19 and the post-test

knowledge mean score was 28.78, standard deviation was 5.41. The paired difference

between the pre-test knowledge and post-test knowledge showed the knowledge gain and

the value was 11.3 and ‘p’ value was significant at 0.001. This indicated that study was

effective in improving knowledge of teachers on learning disabilities. 25

A survey was conducted to determine the knowledge level of learning disabilities

(LD) among 144 teachers in two regular high schools, 38 teachers in two special schools,

and 165 pre-service teachers in a teacher education college in a metropolitan city in a

southern state in India. One-way analysis of variance (ANOVA) showed that the

knowledge level of learning disabilities among teachers working in regular schools was

statistically different. Among the three groups, the pre-service teacher group scored the

lowest (M = 60.76, SD = 13.36, N = 165) which was below the mean score for the entire

group (M = 66.32, SD =13.37, N=347).The study concluded that teaching experience and

familiarity with persons with LD did not affect the knowledge level of the three groups of

participants. 26

The descriptive study was conducted to investigate teachers’ knowledge and

attitudes towards attention deficit hyperactivity disorder (ADHD) and learning disabilities

(LD). Forty-six high school teachers were interviewed and divided into two groups: 25

teachers taught at an academic school (School 1); and 21 teachers taught at special

education school (School 2) and dealt with ADHD/LD cases regularly. General

knowledge about ADHD 71% and about LD 74% was relatively low among both groups.

Thirteen percents of all teachers considered LD to be the result of parental attitudes,

namely ‘spoiling’ the children. The score for attitude and understanding of ADHD

children was relatively low 72.5% for both groups, whereas Group B teachers scored

higher regarding LD cases. Almost 40% considered that ADHD children should be

rebuked or punished in a manner similar to non-ADHD kids. Regarding long-term

outcome, 45.7% of the teachers expected ADHD children to experience multiple

difficulties in family life during adulthood. In relation to LD cases, the overall scoring for

positive attitude was 75%. However, this score was higher for Group B teachers. Three-

quarters of the teachers favoured increasing peer awareness and comprehension as to the

problems LD kids encounter at school. Ninety-five percent believed LD kids should

enjoy a more lenient school education. There was no correlation between teachers,

knowledge of ADHD and LD and their attitude.27

A study assessed the utility of kindergarten ratings for proceeding low academic

achievement in first grade. The purpose of this study was to assess the predictive value of

kindergarten teacher ratings of pupil for later grade academic achievement. Kindergarten

students rated by their teachers on a variety of variables including math and reading

performance, teacher concerns amount of learning relative to peers. These variables were

then analysed with respect outcome measurers for math and reading ability administered

in the first grade. The teachers ratings of academic performance were significantly

correlated with scores on the outcome measures. Analyses were also carried out to

determine sensitivity, specificity and procedure values of specific different teacher

ratings. The reult indicated high overall accuracy, sensitivity, specificity and negative

predictive value for the rating and positive predictive value to be lower28.

A study that demonstrated the accuracy of teacher assessment of second language

students at risk for reading disability. This study examined the accuracy of teacher

assessment in screening for reading disabilities among students of English as a 2nd

language (ESL) and as first language (LI). Academic and oral language tests were

administered to 369 children (249ESL, 120LI) at the beginning of grade1 and at the end

of grade2. Concurrently 51 teachers nominated children at high risk for reading failure

and completed rating scales assessing academic and oral language skills. Scholastic

records were viewed for notation of concern or referral. The criterion measures were

standardized reading score based on phonological awareness, rapid naming and word

recognition. Result indicated that teacher rating scales and nominations had low

sensitivity in identifying ESL and LI students at high risk for reading disability at the 1

year mark. Relative to the other form of screening, teacher expressed concern had lower

sensitivity. Finally oral language proficiency contributed to misclassifications in the ESL

group29.

6.3 PROBLEMSTATEMENT.

“A STUDY TO ASSESS THE EFFECTIVENESS OF STRUCTURED

TEACHING PROGRAMME ON KNOWLEDGE OF SCHOOL

TEACHERS REGARDING LEARNING DISABILITY IN CHILDREN

IN SELECTED PRIMARY SCHOOLS AT CHINTAMANI”

6.4 OBJECTIVES To assess the existing level of knowledge of the primary school teachers regarding

learning disability in children.

To assess the effectiveness of structured teaching programme on knowledge of

the primary school teachers regarding learning disabilities.

To associate the socio – demographic variables with the knowledge of teachers on

learning disabilities in children.

6.5OPERATIONAL DEFINITIONS. Assess;-

In this study, it refers to evaluate the effectiveness of structured teaching programme

Effectiveness:-

In this study, it refers to the systematic determination of merit , worth and

significance of structured teaching programme on the knowledge of primary school

teachers regarding learning disability in children.

Structured teaching programme :-

In this study, it refers to systematically organized information on learning

disabilities for primary school teachers.

Knowledge:-

In this study, it refers to the understanding ability of the primary school teachers

regarding learning disability in which aspect of finding causes signs and symptoms and

management of it.

Primary school teachers:-

In this study, it refers to the qualified teachers teaching between IST standard to

7th standard including both sex.

Learning Disability:-

In this study, it refers to the inability of the primary school students to use

spoken or written language, do simple mathematical calculation or learning.

Primary School :-

In this study, it refers to the government recognized school and children

studying between the 1st and 7th Std.

6.6ASSUMPTIONSThe study is based on following assumptions:

1. The primary school teachers have inadequate knowledge regarding learning

disability in primary school children.

2. The Structured teaching programme will enhance the knowledge regarding

learning disability among primary school teachers.

HYPOTHESIS

H1 - There will be a significant difference between the pretest & post test

knowledge of teachers on learning disability in children.

H2 - There will be a significant association between the post test knowledge scores with

selected demographic variables.

H3 - There will be an association between knowledge scores regarding learning disability

with selected socio demographic variables.

LIMITATIONS

1.The study is limited to 4 to 6 weeks of period.

2.Those who are willing to participate in the study.

3.The study is limited to primary school teachers

6.7 VARIABLES Independent variable.

An independent variable is the variable that stands alive and does not dependent

on any other. Independent variable in this study is structured teaching progarmme on

various aspects of learning disabilities for primary school teachers.

Dependent variable.

Dependent variable is that explains the effects of independent variable. Dependent

variable in this study is Knowledge of primary school teachers regarding learning

disability in children.

Extraneous variables :- In this study it refers to Socio-demographic variables like, age,

sex, occupation, & education etc.

MATERIAL AND METHOD

Source of data: - data will be collected from the primary school teacher in Vikram

and Deligeain school at chinthamani.

7.1.1 Research design: Quasi experimental one group pre-test & post-test design

Setting of the study: the study will be conducted in a selected primary school

Vikram and Deligeain school at chinthamani.

7.1.1 Population: The population is of the entire aggregation of individuals in which

the researcher interested.

The Accessible population, selected for this study includes primary school

teachers at chinthamani..

7.1.2 METHOD OF DATA COLLECTION The purpose of the study will be explained to involve in the study. Structured

interview schedule will be adopted by the researcher to collect the data from the subjects.

The tool for data collection will be prepared and after validation by the experts the further

refinement of the tool will be done. pilot study will be conducted before the main study.

Pre-test to subjects will be conducted and structure teaching programme will be

implemented. Post-test assessment will be done after 7 days of the implementation of the

structure teaching programme. Tentative period of the study will be 6

weeks.

7.2.1 Sample size: 60 samples are selected for the study.

7.2.2 Sampling technique: Simple random technique.

7.2.3 Sampling criteriaInclusion criteria.

The primary school teachers who are willing to participate.

The primary school teachers who were experienced.

Exclusion criteria.

The primary school teacher who are not willing to participate.

The primary school teachers who are working in schools other than

Kannada & English medium

7.2.4 Tools of data collectionA structured interview schedule will be used by interviewer as a method for data

collection.

Tool consist of

Section A- demographic data of subject

Section B- knowledge of primary school teachers regarding learning

disability in children in selected primary schools at chinthamani.

7.2.5 DATA ANALYSIS AND INTERPRETATION Descriptive and inferential statistics like mean, median, standard deviation, paired

‘t’ test, correlation, coefficient and chi-square will be used for data analysis and presented

in the form of tables, graphs and diagrams.

DOES THE STUDY REQUIRE ANY INVESTIGATION OR

INTERVENTION TO BE CONUCTEDC FROM OTHER

CLIENT OR ANIMAL.IF SO DESCRIBBE BRIEFLY? No

HAS ETHICAL CLEARANCE BEEN OBTAINED FROM

CONCERNED AUTHORITY? Prior to the study permission will be obtained from the concerned

authority to conduct the study and also from research committee of S.L.E.S

College of nursing chintamani, the purpose of study will be explained to the

respondents.

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Delhi (India): Medical Publisher (P)LTD; 2003.

2) 2.Mony EH. A Study to assess the knowledge and to evaluate the effectiveness of

planned teaching programme on Attention Deficit Hyperactivity Disorder for school

teachers in selected rural area, Namakal District, Tamilnadu; 2003

3) 3.American Psychiatric Association. DSM-1VTM. 4THed. New Delhi (India): Jaypee

Publishers:2000

4) 4.Gamett K. Students with Learning Disability. 2005 July20:33(2):Available from

http://ctl.unl edu/tfi 14.html.

5) 5.National Institute of literacy (NIFL) - Learning Disabilities Facts.(1234351). 2005

October 26;21(1)available from http/www.nifl.gov/facts/Learning Disabilities.html

6) 6.Renee B, Louis C, Daniel P. H,. Identification of learning disabilities, research to

practice. 144-146

7.Janet W. Learning disabilities theories, diagrams & teaching strategies : Boston :

Houghton Mifflin ISBN : 0395961149

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working with people who challenge. International Journal of Nursing Studies

2005(42):415-427.

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http://en.wikipedia.org/wiki/Lear disability.

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11; Available from: URL: http://sspeonline.org/article.

12.Shenoy J, Kapoor M. Prevalence of scholastic backwardness among 5 to 8 year

old children. Indian J Psychiatry; 38(4): 201-7.

13.Dr. Pandit RP. Factors affecting learning disability in Mathematics: A study of central

region of Nepal. [Online]. 2006(Cited 2010); Available from: URL: http:/www.nepjd. info.

info.

14.Bincymol S. Effectiveness of self instructional module on learning disabilities of

school children for school teachers in selected schools at Mangalore. PG dissertation. Rajeev

Gandhi University. 2007 (unpublished).

15.Dalwai S, Kanade D, Sane M, Chatterjee S. Awareness and sensitivity- The Alpha and

Omega of learning disability. 2010 Aug 6; Available from: URL: http://mail.google.com

16.Derek B. Bishop Grossteste college, linclon. Accessing science in the primary

school , meeting the challenges of children with learning difficulties. 2006

17.Stone Wl, La Greca AM comprehension of nonverbal communication, a

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93

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8 Signature of candidate

9 Remarks of the guide

10 Name and designation of

Guide

10.1 Signature

MR. LEO EDISON

ASST PROFESSOR

SLES COLLEGE OF NURSING

10.2 co-guide

10.3 signature

-------

-------

11 11.1 Head of department

11.2 Signature

MR. LEO EDISON

ASST PROFESSOR

SLES COLLEGE OF NURSING

12 12.1 remarks of the

principal

12.2 signature