Awareness and knowledge of specific learning disorder among rural primary school teachers in South India: a cross-sectional questionnaire-based study

Sneha Sajeev; Dinesh Kumar Narayanasamy; Vasanthan Tanigasalam

doi:10.18203/2349-3291.ijcp20261909

Authors

Sneha Sajeev JIPMER Karaikal, Puducherry, India https://orcid.org/0009-0009-7790-6760
Dinesh Kumar Narayanasamy Department of Pediatrics, JIPMER Karaikal, Puducherry, India https://orcid.org/0000-0001-7038-3666
Vasanthan Tanigasalam Department of Pediatrics, JIPMER Karaikal, Puducherry, India https://orcid.org/0000-0003-0629-3644

DOI:

https://doi.org/10.18203/2349-3291.ijcp20261909

Keywords:

Specific learning disorder, Dyslexia, Teachers, Rural health, Early diagnosis

Abstract

Background: Specific learning disorder (SLD), particularly dyslexia, is a common neurodevelopmental condition that is often under-recognized in rural settings. Primary school teachers play a key role in early identification. Objectives were to assess awareness and knowledge of SLD among rural government primary school (GPS) teachers and identify associated factors.

Methods: A cross-sectional study was conducted among 220 rural GPS teachers in rural, South India (February-March 2024). All rural GPS were included, and all available teachers were invited to participate. Data were collected using a validated questionnaire assessing awareness (8 items) and knowledge (12 items). Scores were categorized using the 25^th percentile cut-off. Associations were analyzed using the chi-square test and expressed as odds ratio (OR) with 95% confidence intervals (CI).

Results: Of 220 teachers (mean age 39.2±6.5 years; 80% female), 30.0% (95% CI: 24.1-36.4) had received special education training (SET). Lower-quartile awareness and knowledge scores were observed in 20.9% (95% CI: 15.8-26.9) and 24.1% (95% CI: 18.7-30.2), respectively. Knowledge gaps were greatest for dyslexia (41.5%). SET and prior experience teaching children with SLD were associated with lower odds of poor awareness and knowledge. Most teachers expressed willingness for further training.

Conclusions: Gaps in SLD knowledge persist among rural teachers. Strengthening teacher training within existing school systems may improve early identification and referral.

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