Purpose: This study explores the knowledge of primary school teachers inidentifying children with learning disabilities.
Method: The study sample consisted of 200 primary school teachers from 16 schools in Bangalore, India. The teachers’ knowledge about learning disabilities was assessed using Knowledge Questionnaire on Learning Disabilities.
Results: The results revealed statistically significant differences in overall knowledge and various domains across gender, type of school, education, class being taught and years of experience.
Conclusion: The need to improve the knowledge of primary school teachers for the identification of children with learning disabilities was highlighted. Based on the findings of the study, the “Manual for Primary School Teachers on Learning Disabilities” was developed.