© JournalsPub 2022. All Rights Reserved 5 International Journal of Midwifery Nursing http://nursing.journalspub.info/index.php?journal=ijmn&page=index Research IJMN Volume 5, Issue 1, 2022 DOI (Journal): 10.37628/IJMN Assessing Knowledge and Attitude of Primary School Teachers towards Learning Disability among Primary School Children: A Cross Sectional Study Rakhi Chandel 1, *, Justa Jyoti Kujur 2 , Ratna Tadi 3 Abstract Background: In school year 2018–19, a higher percentage of students ages 3–21 years received special education services under IDEA (Individuals with Disabilities Education Act) for specific learning disabilities than for any other type of disability. Teacher plays a vital role in child education. In the perspective of students with learning disabilities, teachers assess their students to gather information in order both to identify the strengths of the student, and to decide what special educational support, if any, the student needs. Teachers know that all students do not have same capacity to acquire in the same way, so they try to let them understand in their particular way. Objectives: This study assessed: (1) Knowledge and attitude of primary school teachers regarding learning disability. (2) Association between different socio demographic variables with knowledge and attitude scores. (3) Correlation with the knowledge and attitude of primary school teachers. Method: The present study was conducted in a cross-sectional design among primary school teachers using a self-structured pre-validated and reliable questionnaire of 48 items. After collecting socio demographic characteristics, primary school teachers answered a knowledge test (27 items) and attitude test (21 items). Result: The questionnaire was completed by 200 primary school teachers. Majority were females (98%) with mean age of 37 years (SD=8.8). Linear regression analysis showed that higher knowledge scores were correlated positively with attitude scores. Variables such as gender, qualification, teaching experience, and in-service education were associated with knowledge scores. On the other hand, age, years of experience, and in-service education were found to be correlated with attitude scores. Conclusion: primary school teachers had average knowledge of learning disability in primary school children and had neutral attitudes towards it. Findings of this study highlighted knowledge gaps and areas for improvement. As knowledge scores were positively correlated with attitude, probably, findings of this study might suggest that educational/training interventions can improve knowledge as well as positive attitudes of primary school teachers with regard to learning disability in primary school children. Nurses play a vital role in providing health services to the community. Awareness campaign has to be organized by the health professionals both in the schools and community, which helps in motivating primary school teachers to identify the children with learning disability for early initiation of intervention and modify the teaching strategy according to need of the children. Keywords: Assessment, attitude, knowledge, learning disabilities, primary school teachers, schools INTRODUCTION Today’s children are tomorrow’s responsible citizens of the country. The future of our country depends on educated citizens. During childhood in *Author for Correspondence Rakhi Chandel E-mail: rakhichrc@gmail.com 1 Professor, Department of Child Health Nursing, Choithram College of Nursing, Indore Madhya Pradesh, India 2 Nursing Officer, Department of Pediatric, All India Institute of Medical Science, Deoghar, Ramsagar, Jharkhand, India 3 Associate Professor, Department of Child Health Nursing, Smt. Vijaya Luke College of Nursing, Vishakhapatnam, Andhra Pradesh, India Received Date: May 11, 2021 Accepted Date: December 07, 2021 Published Date: February 08, 2022 Citation: Rakhi Chandel, Justa Jyoti Kujur, Ratna Tadi. Assessing Knowledge and Attitude of Primary School Teachers towards Learning Disability among Primary School Children: A Cross Sectional Study. International Journal of Midwifery Nursing. 2022; 5(1): 5–16p.