• Barik Bomjen
• Ms. A. Pushpanjalli Devi
• Alonka Beypi

Introduction: The ability of the brain to transmit, receive, and process information is impacted by learning disability, which is a neurodevelopmental disorder. A child with a learning disability may experience trouble reading, writing, articulating, hearing, understanding mathematical concepts, and with general cognizance.Objectives:1) To assess the pre-test and post-test level of Knowledge Regarding Learning Disabilities in Primary School Children among Primary School Teachers in Selected Schools of Guwahati, Assam. 2) To assess the effect of Structured Teaching Program on Knowledge Regarding Learning Disabilities in Primary School Children among Primary School Teachers in Selected Schools of Guwahati, Assam.3) To determine the association between the pre-test level of Knowledge Regarding Learning Disabilities in Primary School Children among Primary School Teachers in Selected Schools of Guwahati, Assam with the selected demographic variables. Material & Methods: The research approach and design adopted for this study is quantitative pre-experimental one group pre-test post - test design. The study was conducted at Shankardev Vidya Niketan, Narengi; Bonda Anchalik High School, Bonda; Adarsha Jatiya Vidyalaya, Narengi, Guwahati, Assam. 60 nos of primary school teachers were selected by using non - probability convenience sampling technique. The tools used in the study were demographic variables to collect the baseline demographic information and the Structured knowledge questionnaire (Total no. of items were 30) were used to find out the knowledge regarding Learning Disabilities in primary school children. Descriptive and Inferential statistics were used to analyse the data. The frequency and percentage was calculated to assess the knowledge of the students Results: Results revealed that 31(52%) primary school teachers pre-test had moderately adequate knowledge and 29(48%) had inadequate knowledge whereas in the post-test after the Structured Teaching Program, 55(92%) had adequate knowledge and 5(8%) had moderately adequate knowledge regarding Learning Disabilities in primary school children. Pre-test mean with standard deviation was 9.2±2.61and post-test mean and standard deviation was 23.5±1.88 using paired ‘t’ test (t=33.11 at p< 0.0001). Conclusion: Structured Teaching Program was effective in improving the knowledge of students regarding Learning Disabilities in primary school children. It also reveals that there is a significant association between pre-test knowledge score with the selected demographic variable of qualification. Thus, STP must be regularly included as a part of teaching learning for the primary school teachers.

Effect, Structured Teaching Program, Learning Disabilities, Primary School Students, Primary School Teachers.

"EFFECT OF STRUCTURED TEACHING PROGRAM ON KNOWLEDGE REGARDING LEARNING DISABILITIES IN PRIMARY SCHOOL CHILDREN AMONG PRIMARY SCHOOL TEACHERS", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.11, Issue 3, page no.a126-a133, March-2024, Available :http://www.jetir.org/papers/JETIR2403019.pdf

"EFFECT OF STRUCTURED TEACHING PROGRAM ON KNOWLEDGE REGARDING LEARNING DISABILITIES IN PRIMARY SCHOOL CHILDREN AMONG PRIMARY SCHOOL TEACHERS", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.11, Issue 3, page no. ppa126-a133, March-2024, Available at : http://www.jetir.org/papers/JETIR2403019.pdf