_____________________________________________________________________________________________________ *Corresponding author: E-mail: bettygeorge2912@gmail.com; Journal of Pharmaceutical Research International 33(48A): 174-181, 2021; Article no.JPRI.76148 ISSN: 2456-9119 (Past name: British Journal of Pharmaceutical Research, Past ISSN: 2231-2919, NLM ID: 101631759) Knowledge and Attitude of Primary School Teachers Regarding Early Identification and Management of Learning Disability Betty Koshy 1* , Nikita Gamit 1 , Aarohi Fernandes 1 and Devraj Singh Chouhan 1 1 Parul Institute of Nursing, Parul University, Vadodara, Gujarat, India. Authors’ contributions This work was carried out in collaboration among all authors. Author BK concieved and designed the study. Author NG helped in data collection. Authors BK and NG managed the analyses of the study. AF edited the manuscript. Author DSC wrote the first draft of the manuscript. All authors read and approved the final manuscript. Article Information DOI: 10.9734/JPRI/2021/v33i48A33235 Editor(s): (1) Prof. John Yahya I. Elshimali, UCLA School of Medicine & Charles R. Drew University of Medicine and Science, USA. Reviewers: (1) Vinod Vishnu Bagilkar, Jimma University, Ethiopia. (2) Karishma Rupani, Seth GS Medical College & KE Hospital, India. Complete Peer review History: https://www.sdiarticle4.com/review-history/76148 Received 22 August 2021 Accepted 28 October 2021 Published 06 November 2021 ABSTRACT Introduction: In India, 1% to 19% of the total students have Learning Disability. Learning disability may vary from person to person and is incurable but can be controlled if diagnosed earlier. Teachers play a vital role in its identification. Aims: Assessing the Knowledge and Attitude of primary school teachers regarding early identification and management of Learning Disability. Study Design: The study design is Descriptive cross sectional design. Place and Duration of Study: selected school at Tapi District, Gujarat, between 2020 – 2021. Methodology: The research was carried out by using Quantitative research approach and on 150 primary school teachers. The non probability sampling technique was used. The tool includes socio demographic variables, Knowledge questionnaire and Attitude scale. Results: No teacher have excellent knowledge i.e 0.00% regarding Learning Disabilty. 59.33% have good knowledge and 40.66% teachers are poor in knowledge regarding Learning Disability. 96.66% teachers have positive attitude towards children having Learning Disability while 3.33% teachers have negative Knowledge. There is positive correlation between Knowledge and Attitude. Original Research Article