ASSESS THE ATTITUDE OF PRIMARY SCHOOL TEACHERS REGARDING LEARNING DISABILITIES AMONG AUTISM CHILDREN AT SELECTED SCHOOL, BENGALURU

Author Name: 1. Mrs. Pavithra J, 2. Dr. Vidya Thokal

Volume/Issue: 05/07

Country: India

DOI NO.: 08.2020-25662434 DOI Link: https://doi-ds.org/doilink/12.2024-31753277/UIJIR

Affiliation:

1. Ph.D. scholar, Shri Jagadishprasad Jhabarmal Tibrewala University, Vidyanagari, Jhunjhunu, Rajasthan, India.
2. Ph.D. Guide, Shri Jagdishprasad Jhabarmal Tibrewala University, Vidyanagari, Jhunjhunu, Rajastha, India.

ABSTRACT

Background of the study: A variety of complicated neurodevelopment diseases known as autism spectrum disorders are typified by social impairments, communication challenges, and limited, repetitive, and stereotyped behavioural patterns in students. They can also be used to diagnose learning deficits in young patients. Objective: To assess the learning disability of autism children among primary school teacher. Methods: Two data collectors and chosen schools carried out the investigation in those chosen schools.50 primary school teachers were chosen, and samples were chosen using the convenience sampling technique. The questionnaires were manually cleaned, their completeness verified, and then imported into Epi data version 4.5. After that, the information were imported into SPSS software version 25.0 for additional examination. The use of descriptive statistics was used. Lastly, the relationship between the independent and dependent variables was examined. Result: Revealed that the pretest level of Attitude that primary school teachers had on learning disabilities in children with autism. Positive attitude accounted for 20(40%), Negative attitude 30(60%). the demographic variable of primary school teachers' pretest attitude levels on the identification of learning disabilities in children with autism. The pretest levels of attitude regarding learning disabilities among children with autism did not exhibit any statistically significant correlation with age, gender, religion, work experience, educational background, information source, or employment status. P Value is less than 0.05. Conclusion: The likelihood that children with LDs will be identified early and receive the necessary treatment will rise dramatically if teachers are adequately informed on LDs. Regularly scheduled teacher education programs and workshops are necessary to increase teachers' understanding of SLDs.

Key words: Attitude, Autism, Primary school teacher, Children