A STUDY TO EVALUATE THE EFFECTIVENESS OF PSYCHO

EDUCATION REGARDING LEARNING DISABILITIES ON

KNOWLWDGE AMONG PRIMARY SCHOOL TEACHERS AT A
SELECTED PRIMARY SCHOOL, COIMBATORE.

BY
B.Sc. NURSING STUDENTS 2019 TO 2023 BATCH
A PROJECT SUBMITTED TO THE TAMIL NADU DR.
M.G.R. MEDICAL UNIVERSITY CHENNAI, IN PARTIAL
FULLFILLMENT OF THE REQUIREMENT FOR THE
DEGREE OF BACHELOR OF SCIENCE IN NURSING
OCTOBER 2022

1
A STUDY TO EVALUATE THE EFFECTIVENESS OF PSYCHO
EDUCATION REGARDING LEARNING DISABILITIESON
KNOWLEDGE AMONG PRIMARY SCHOOL TEACHERS AT A
SELECTED PRIMARY SCHOOL, COIMBATORE.

`A Dissertation submitted to
The Tamil Nadu Dr. M.G.R. Medical university Chennai, In
partial fulfillment of the requirement for the Degree of Bachelor
of Science in Nursing.
Certified that this is the bonafide work done.
By
Ms. KAVYA.M
Ms. MADHUMITHA.G
Mr. MICHAEL.S
Mr. MOHAMED SHALIM.T.S
Mr. MOHAMMED RAEES
HINDUSTHAN COLLEGE OF NURSING, COIMBATORE,
TAMIL NADU.

2
 A STUDY TO EVALUATE THE EFFECTIVENESS OF PSYCHO
EDUCATION REGARDING LEARNING DISABILITIES ON
KNOWLEDGE AMONG PRIMARY SCHOOL TEACHERS AT A
SELECTED PRIMARY SCHOOL, COIMBATORE.
APPROVED BY DISSERTION COMMITTEE ON OCTOBER 2022
RESEARCH ADVISOR;

Prof. Mrs. R. Manimozhi, M.Sc.(N), ̅̅̅̅̅̅̅̅̅̅̅̅̅

𝑃ℎ. 𝐷. (𝑁) ,
Principal,
Hindusthan College of Nursing,
Coimbatore.
RESEARCH GUIDE;

Mrs. J. Jaba Saroon, M.Sc.(N),̅̅̅̅̅̅̅̅̅̅̅̅̅̅

𝑃ℎ. 𝐷. (𝑁),
Assistant Professor,
Department of Mental Health Nursing,
Hindusthan College of Nursing,
Coimbatore.
A PROJECT SUBMITTED TO THE TAMIL NADU DR. M.G.R.
MEDICAL UNIVERSITY CHENNAI, IN PARTIAL FULFILLMENT
OF THE REQUIREMENT FOR THE DEGREE OF BACHELOR OF
SCIENCE IN NURSING.
OCTOBER – 2022

3
 DECLARATION
We hereby declare that the present study entitled “A study to evaluate the
effectiveness of psycho education regarding learning disabilities among
primary school teachers at selected school in Coimbatore”. Submitted to
The Tamil Nadu Dr. M.G.R. Medical University, Chennai in partial fulfillment
of the requirements for the award of the Degree of Bachelor of Science in
Nursing. Is a bonafide work done by us, under the supervision and guidance of
Prof. Mrs. R. Manimozhi, M.Sc.(N), ̅̅̅̅̅̅̅̅̅̅̅̅̅
𝑃ℎ. 𝐷. (𝑁), Principal, Hindusthan
College of Nursing, Coimbatore and Mrs. J. Jaba Saroon, M.Sc.(N),
̅̅̅̅̅̅̅̅̅̅̅̅̅
𝑃ℎ. 𝐷. (𝑁), Assistant Professor, Department of Mental Health Nursing,
Hindusthan College of Nursing, Coimbatore. We also declare that the material
of the study has not be found in any way, the basis for the award of any degree
in this University or any other University.
By,
Ms. KAVYA.M
Ms. MADHUMITHA.G
Mr. MICHAEL.S
Mr. MOHAMED SHALIM. T. S
Mr. MOHAMMED RAEES

4
 CERTIFICATE
This is to certify that this study entitled A study to evaluate the effectiveness
of psycho education regarding learning disabilities on knowledge among
primary school teachers at a selected primary school,Coimbatore.
Submitted to The Tamil Nadu Dr. M.G.R. Medical University in partial
fulfillment of the requirement for the Degree of Bachelor of Science in
Nursing. Is a bonafide research work done by the final year students during the
period of their study in Hindusthan College of Nursing, Coimbatore under the
supervision and guidance and project has not found the basis for the award of
any degree similar to any candidate of any University.

Place:
Date:

5
ACKNOWLEDGEMENT

6
 ACKNOWLEDGEMENT
" We praise and thank God for his abundant blessings, constant love and
guidance"
First and foremost, praise and thanks to the God, the Almighty, for his showers
of blessings throughout my research and the courage to overcome all the
difficulties and whose work to complete the research successfully.
We wish to express our sincere thanks to honorable Managing Trustee Smt. T.
R. K. Saraswati, Hindusthan Educational and Charitable Trust, Coimbatore
for giving us an opportunity to undertake our Under Graduation program in
this esteemed institution.
We immensely owe our gratitude and thanks to our Research Advisor Prof.
Mrs. Manimozhi, M.Sc.(N), ̅̅̅̅̅̅̅̅̅̅̅̅̅
𝑷𝒉. 𝑫. (𝑵), Principal. Hindusthan College of
Nursing, Coimbatore, for her continuous support, constant encouragement
supported us a lot throughout our study, which is truly immeasurable.
We extend our gratitude and grateful acknowledgement to our class co-
ordinator Prof. Mrs. Andria, M.Sc.(N) ̅̅̅̅̅̅̅̅̅̅̅̅̅
𝑷𝒉. 𝑫. (𝑵), Vice Principal, Dept of
Medical Surgical Nursing and Co Coordinator Mrs. S. Karthika M.Sc.(N),
Assistant professor, Dept of OBG Nursing, for their constant help, moral,
support, detailing about research process and encouragement to finish this
study, successfully.
We extend our heartly gratitude and obligations to our research guide Mrs. J.
Jaba Saroon, M.Sc.(N), ̅̅̅̅̅̅̅̅̅̅̅̅̅
𝑷𝒉. 𝑫. (𝑵), Assistant professor, Department of
Mental Health Nursing, for her valuable suggestions, guidance and elegant
motivation throughout the study. She gave great concern immense help and
support without which the study commendable shape and form.
We extend our sincere thanks to the Panel of Judges in the dissertation
committee and all our respectful Professors, Associate professor, Assistant
Professor and Nursing Tutors. Prof. Mrs. S. Shalini Saranya, 𝑴. 𝑺𝒄.(N),
̅̅̅̅̅̅̅̅̅̅̅̅̅
𝑷𝒉. 𝑫. (𝑵), Department of Community Health Nursing, Dr. R. Regi Bai,
7
M.Sc. (N), Ph.D. (N), Associate Professor, Department of Medical Surgical
Nursing, Mr. P. Vethadhas, M.Sc.(N), Assistant professor, Department of
Mental Health Nursing, Mrs. B. Manimegalai, M.Sc.(N),̅̅̅̅̅̅̅̅̅̅̅̅̅̅̅
𝑷𝒉. 𝑫. (𝑵),
Assistant Professor, Department of Child Health Nursing, Mr. Aby
Thankachan, M.Sc.(N), ̅̅̅̅̅̅̅̅̅̅̅̅̅
𝑷𝒉. 𝑫. (𝑵), Assistant Professor, Department of
Medical Surgical Nursing, Mrs. Thirumalai Selvi, B.Sc.(N) Nursing Tutor,
Ms. Devaloshini, B.Sc.(N), Nursing Tutor, and Ms. Abitha, B.Sc.(N),
Nursing Tutor, Hindusthan College of Nursing, Coimbatore, for their valuable
suggestions and guidance during the proposal and throughout the study.
We are immensely thankful to the Office Superintendent Mrs. Bharathi,
M.Com. and Mrs. Sumitha B.Com. and Office Assistant Mrs. Babitha,
Hindusthan College of Nursing, for their constant support and timely help
during our course period. We are thankful to the Librarian Mrs. Thendral,
M.Phil., Librarian Mr. Parthibhan, MLIS of Hindusthan College of
Nursing, Coimbatore and The Tamil Nadu Dr. M. G. R Medical University,
Chennai, for extending library facility throughout the study.
Our deepest gratitude to all the faculty of Hindusthan College of Nursing for
their contribution and never-ending support throughout the study process.
We express our heartfelt thanks to our parents for their unconditional love. This
would not have been possible without the co-operative of our family members
and their prayer and motivation. This study would not have been possible
without the encouragement and co-operation of our friends.
As a final note our sincere thanks and gratitude to all, those who directly and
indirectly helped in successful completion of this dissertation. Last but not least
the investigator is very much grateful to the study participants Primary school
teachers of Hindusthan Matriculation Higher Secondary School,
Coimbatore for their active participation and excellent co-operation, without
which this dissertation would not have seen the light of the day.
THANKS TO ALL

8
ABSTRACT

9
 ABSTRACT
STATEMENT OF THE PROBLEM: A study to evaluate the effectiveness
of psycho-education regarding learning disabilities on knowledge among
primary school teachers at a selected school, Coimbatore. Objectives a) To
assess the pre-test and post-test level of knowledge on learning disabilities
among primary school teachers. b) To evaluate the effectiveness of psycho-
education regarding learning disability on level of knowledge among primary
school teachers. c) To find out association between post- test level of
knowledge on scores with the selected demographic variables primary school
teacher. Methodology: Pre experimental One group pre-test and post-test
design was used. The samples for the study consist of 30 primary school
teachers selected by convenient sampling technique. A self-structured
knowledge questionnaire was used to assess the knowledge. Result: Inferential
and descriptive statistics were used to analyze the data. Conclusion: This study
shows an improvement in knowledge after the educational intervention.

10
LIST OF CONTENT

11
 LIST OF CONTENT

CHAPTER CONTENT PAGE NO

I Introduction 15

Need for the study 18

Statement of the problem 21

Objectives 21

Hypotheses 21

Operational definition 22

Assumption 22

Delimitations 22

Projected outcome 23

Conceptual frame work 23

II Review of literature 27

III Methodology 37

Research approach 37

Research design 37

Setting of the study 38

Population 38

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 Sample 39

Criteria for selection of samples 39

Sample size 39

Sample technique 39

Instrument 39

Description of the tool 39

Scoring and interpretation 40

Validity of the instrument 40

Reliability of the tool 40

Pilot study 40

Data collection procedure 41

Plan for data analysis 41

IV Data analysis and interpretation 45

V Results and discussion 67

Summary, conclusion, nursing implication,
VI 71
limitations and recommendations

VII Reference 76

VIII Appendices 81

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LIST OF TABLES

14
 LIST OF TABLES

TABLE NO TITLE PAGE NO

3.1. Schematic presentation of research design 37

3.2. Scoring on self-structured questionnaire 40

3.3. Interpretation of scoring 40

3.4. Plan for data analysis 42

Frequency and percentage distribution of

4.1. 46
demographic variables
Frequency and percentage distribution of level
4.2. of knowledge regarding learning disability on 57
pre-test among primary school teachers
Frequency and percentage distribution of level
4.3. of knowledge regarding learning on post-test 59
among primary school teachers
Comparison of pre-test and post-test
4.4 knowledge scores of primary school teachers 61
on learning disability
Association of demographic variable with
4.5 post-test score knowledge regarding learning 63
disability among primary school teachers

8. Answer key for questionnaire 97

15
LIST OF FIGURES

16
 LIST OF FIGURES

FIGURE NO TITLE PAGE NO

1.1. Modified conceptual frame work 25

3.1. Schematic representation of study 43

Frequency and percentage of demographic

4.1.1 to 4.1.9 48-56
variables

Frequency and percentage of pre-test

4.2.1. knowledge scores of primary school teachers 58
on learning disability

Frequency and percentage of post-test

4.3.1. knowledge scores of primary school teachers 60
on learning disability

Comparison of pre-test and post-test

4.4.1. knowledge scores of primary school teachers 62
on learning disability

17
 LIST OF
APPENDICES

18
 LIST OF APPENDICES

S.NO TITLE PAGE NO

1. Setting permission for main study 82

2. Validity of the tool 83-88

3. Health education 98

4. Power point presentation 118

5. Pre-Test And Post-Test Photographs 137

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CHAPTER I
INTRODUCTION

20
 CHAPTER I
INTRODUCTION

“Children require guidance and sympathy far more than instructions”

- Annie sullivian (2008)

The Hindu philosophy (2011) Places teachers on pedestal - even above God
and just after the parents. Children spend most of their working hours in school
with teachers who play an important role in molding their future. A teacher is
responsible to integrate all round development of a child. Like a gardener, they
provide all suitable conditions for a student best growth.
According to Mahatma Gandhi (1941) “Education means a round drawing
out of the best in children and men - body, mind and spirit”. Only an efficient
and an understanding teacher can identify the capacities, strength and
weakness in each student.
Jones Elizabeth Pryce (2014) states that children are at school for a large part
of their vital time for emotional and physical development. School provides a
setting for the development of friendship, socialization and for the introduction
and reinforcement of behavior. Change of behavior in the desired direction is
termed as learning. Learning is a very complex brain function of
understanding, recalling and utilization of this knowledge in the future. The
capacity to learn varies from individual to individual even among children of
the same age and intellectual ability.
Dr. R. Parthasarathy (2014) - The quality of children’s life solely depends
on the type of family environment, school and neighborhood. Unhealthy social
surroundings can put them into stress and can increase their vulnerability to
develop emotional disorders. Without proper knowledge and perception
regarding this reality, all parents and teachers force the children to come out
with first rank.

21
The term “Learning Disability” came into use in the 1960’s. Learning
Disability is also termed as “Specific Academic Skill Disorder” or “Specific
Learning Disability”. The National Joint Committee on Learning Disability
defined Learning Disability as ‘A heterogeneous group of disorders manifested
by significant difficulties in the acquisition and use of listening, speaking,
reading, writing, reasoning or mathematical abilities.
According to National Health Institute of Health (2008) Learning disability
is a disorder that affects people’s ability to either interpret what they see and
hear or to link information from different parts of the brain. Such difficulties
extend to school work and can impede learning to read, write or do math.
The fourth version of Diagnostic and Statistical Manual (DSM - IV) refers
these disabilities as learning disorders rather than academic skills disorders and
mentioned under the section called disorders first diagnosed in infancy,
childhood or adolescence.
According to UNESCO records (1998) in European countries, the percentage
of students learning in special school’s ranges between 2.5 to 4.5 and 10 to
15% of the school age population is in special educational need, which includes
defects of speech, major behavioral problems, and various forms of Learning
disabilities.
Identification of disorders prior to school age is difficult due to the instability
of results obtained from formal testing procedures. Teachers are the first person
to notice that the child is not learning as expected. They often exhibit some
challenging behaviors also. There is no magic bullet to cure learning disability.
Shaw and Mac Guire (1996) stated that for students with Learning Disability
skills such as “Planning, Monitor, Regulating and Scheduling” are difficult.
These students require continuous help to adapt to learning situations. Selvin
in an analysis of challenging behaviors among people with Learning Disability
suggest that these children are a major challenge for teachers and members of
caring families.

22
The Previous study indicates the need for a multi-disciplinary approach and
empowerment for the care of the learning disability children. Maximum
improvement can be achieved only by the combined effort of medical and
allied professionals, parents and teachers. These beliefs permeated and guided
the role of teachers from assessment to evaluation.
According to the National Centre for Learning Disorder (2018), “Teachers
are the essential link between children with learning disorders and the
interventions that help them. There is no student with a learning disorder who
cannot learn, if a teacher has received appropriate training and is willing to
spend time, using his/her expertise to reach and teach that child”. It supports
the value of teamwork in all aspects for caring people with Learning Disability.
Trained teachers who have a positive attitude and practical knowledge
concerning individual needs (physical, emotional and intellectual) and
problems can prevent and manage emotional and psychosocial problems of
young children.
Abdal Haqq (2007) stated that ‘Teachers need to be trained to identify
students who need to take part in the collaborative process and to view
themselves as part of a team effort to address the academic, social and healthy
development of students.
It is seen that even with increased resources child and adolescent mental health
services alone are unlikely to be able to meet the needs of children with
behavioral and psychological problems. Hence, the schools form a logical
point of intervention for child mental health professionals. As reports of
UNESCO (1998), there are almost 43 million teachers out of which 23.9
million are at primary school level. The size alone of the teacher population is
public health significance.
In a country like India where resources are very limited, better and efficient
utilization of the available resources is the only solution for the problem.
Realization of this reality paved the way for the 9th conference of Central
Council of Health and Central Family Welfare Council to declare that “The
23
teachers should be trained for observing and screening students for defects and
deviations from normal health to maintain effective surveillance and for
providing supportive health education for the prevention of health problems by
developing desirable health habits.
Planned teaching program will be positively influence on school teachers to
know more that behaviors indicating learning disorders among children with
manifest complex psychopathology characterized by poor learning capacity,
attachment difficulties, relationships insecurity sexual behavior, trauma,
related anxiety, Conduct problems, defiance, inattention/ hyperactivity and less
common problems such as self-injury and food maintenance behaviors.
Modern methods of teaching demand on the teacher ability to find out the
weakening or the disability to learn on the part of the pupil. A wall should not
be set up between the teacher and the pupil. The teacher should understand that
in his earlier and younger days, he too was a student with a number of
deficiencies. Dedication, deviation and discipline along with enormous
patience and love for the children alone will help a teacher to encourage
students with such disabilities to overcome them and learn slowly but
gradually.
NEED FOR THE STUDY:
“It is our responsibility to ensure bright future for today’s children so that
tomorrow's society will benefit.
- Don Offord
Children are the Nations supremely important asset. They determine future of
the nation. Any input into the health of the today’s children will be an
investment since they are adults of next decade. According to WHO “Children
are a priceless resource and that any nation which neglect them would do so at
its peril”. WHO day spot light the basic truth that we must all safeguard the
healthy minds and bodies of the world's children, as a key factor in attaining
health for all by 2010 AD.

24
A Learning disability is a neurological condition that interferes with a person's
ability to store process or procedure information. Learning disability can affect
one’s ability to read, write, speech, spell, computer math, reason and also
affects a person's attention, memory, coordination, social skill and emotional
maturity.
Health promotion of India (2000) stated that one third of the population in
India is school age children, out of this 14% belong to the age group of school
age children, out of this 14% belong to the age group of school age.
Karande (2008) reported that up to 5 - 10 % of seemingly normal school
children have hidden disabilities in India. Among that 80 % of those have
dyslexia.
Nabi Bux Jumani (2012) started that individual has that right his physical,
social and emotional needs should be satisfied in society as well as in class
room environment. The desire to be accepted and protected in childhood is
natural. He or she needs help for adjustment .it is the right for an individual to
be provided with an environment in which his/her natural capabilities flourish
so that she may become useful number of the society.
Philip. J (2007) stated that the teachers should have knowledge about learning
disabilities in children. The teacher must assess the student ability, interest,
creativity and commitment to the specific field areas of the human endeavor.
This process needs the teacher knowledge of the child through observation of
student behavior within the learning environment.
According to World Health Report, 15% of children have serious Learning
disabilities. Epidemiological study of child and adolescent psychiatric
disorders conducted by ICMR indicated the overall prevalence of mental and
learning disorders in India children to be 12.5% mental disorders account for
5 of the top leading cause of disability in the world for children above 5 years
of age. Besides the increase in number of children seeking help for emotional
problems, over the years, the type of problems has also undergone a
tremendous change.
25
In this context, the importance of teacher’s has become vital in safeguarding
and promoting the mutual health of the children and in early identification of
abnormalities from normal. The school is one of the most organized and
powerful system in the society which presents opportunity to work through in
and to influence the health and wellbeing of those who come in contact with
it. This is especially true in India setting where there is considerable shortage
in mental health facilities for children.
Through education Individual behavior is shaped. In formal or conventional
mode of education, teacher plays a vital role in this regard. Moreover, it is
again overwhelming at primary and secondary school levels. It is, therefore
necessary that a teacher should know his or her pupils thoroughly as to their
abilities, limitations, motives, aspiration, needs and physical development
patterns, so that teaching can be made interesting and effective. Teacher should
be able to know all such things through the study of educational psychology.
Such knowledge can contribute to the promotion of learning process and
developing student personalities positively by understanding about individual
disabilities.
Bhatia. M. S (1996) stated that school teacher is the second mother to every
child. So, children listen to every point that teacher teaches, the unhealthy child
cannot be expected to take full advantage of schooling. Health education must
remain mainly in the hands of the teacher and the school health workers. Health
education is part of general education. A growing understanding of the
physical, mental, emotional and normal nature of the children is the essence of
professional teaching ability. Behavioral problems are widely prevalence in
any school children.
Panda. K. C (1997) explained that mental health problems of school going
children should, observed by parents and teachers, Teachers should have more
knowledge of problems of childhood because the children will spend their
more time in schools. So, the teachers should be able to understand the
abnormal behavior of child and they can provide some related mental health
services to the child with the guidance of school of psychology or from
26
psychologist. Early diagnosis and early screening help’s the prevention of
progress of disease for the treatment of the child and for effective mental health
services. Thus, the researcher has decided to design to assess the knowledge of
the school teachers regarding learning disabilities of school children and
decided to develop a Health education Pamphlet, According Federal law
I.D.E.A. sec(A), All children with learning disabilities are to be educated to
the “maximum extent” with children who do not have disabilities.
The overall prevalence of combined ADHD was 16.4%, with a prevalence of
12.4% for hyperactivity-impulsivity and 16.3% for attention disorders
respectively. The study also revealed a variety of family factors to be
significantly associated with the development of ADHD. The prevalence of
each type of ADHD was higher if the child was the 6th one in the family.
STATEMENT OF THE PROBLEM:
A study to evaluate the effectiveness of psycho - education regarding
learning disability on knowledge among primary school teachers at a
selected primary school, Coimbatore.
OBJECTIVES:
• To assess the pre-test and post-test level of knowledge on learning
disability among primary school teachers.
• To evaluate the effectiveness of psycho-education regarding learning
disability on level of knowledge among primary school teachers.
• To find out the association between post-test level of knowledge on
learning disability scores with the selected demographic variables of
primary school teachers.

HYPOTHESIS
H1- There is a significant difference between pre-test and post-test level of
knowledge regarding learning disabilities among primary school teachers.
H2- There is a significant association between pre-test level of knowledge
regarding learning disability with the selected demographic variable among
primary school teachers.

27
OPERATIONAL DEFINITION:
Evaluate - The act which is planned by researchers to evaluate the knowledge
of primary school teachers regarding learning disabilities by post test score.
Effectiveness - It refers to find out a desired or intended result gain knowledge
after psycho education regarding learning disabilities among primary school
teachers.
Psycho education - Psycho education is an evidence based therapeutic
intervention with an individual or a group that provides information and
support to better understand and cope with illness, to give information such as
definition, types, etiology, symptoms, diagnostic evaluation, early
identification of children with learning disability, treatment and
responsibilities `of the teacher regarding learning disability through power
point presentation.
Learning disability – A child with difficulty to store, process and produce an
information.
Primary education - Primary school is a school for primary education of
children who are four to eleven years and 1st to 5th standard
Primary school teachers- Who are teaching 1 to 5th standard students in
private schools
ASSUMPTIONS
● Primary school teachers will not have adequate knowledge regarding
learning disabilities.
● School teacher’s knowledge regarding learning disabilities will help
them to recognize and detect the disorder among the school children at
the early stage.
● Primary teachers will gain adequate knowledge after psycho education.
DELIMITATION
The study is delimited,
• Only to primary school teachers.
• Only for 30 samples.
• Data collection period is only 10 days.

28
PROJECTED OUTCOME
• The study would throw light on the knowledge of primary school
teachers about learning disability.
• The study would help to improve level of knowledge of primary school
teachers regarding learning disability

CONCEPTUAL FRAME WORK

The conceptual framework facilities communications and provides systemic
approach to the nursing research, education, administration and practice.

The conceptual framework selected for the study had been based on the general
system theory with input, throughput, output and feedback. This was
introduced by Ludwig Von Bertalanffy and it was later modified by J W
Kenny.

According to this theory, a system is a group of elements that interact with one
another in order to achieve the goal. An individual is a system because he/she
receives input from the environment; this input when processed provides an
output. All living system is open. There is a continual exchange of matter,
energy and information.

The system is cyclical in nature and continues to be so as long as the four parts-
input, process, output and feedback keep interacting with each other. If there
are changes in any parts, there will be alterations in all the parts. Feedback
from within the system or from the environment provides information, which
helps the system to determine its effectiveness.

INPUT
It consists of information, material or energy that enters the system. In this
study, the primary school teachers of Hindusthan Matriculation and Higher
Secondary School, is a system with an input from self and that acquired from

29
the environment. The input includes learners background like demographic
variables and existing knowledge on learning disability.

THROUGHPUT
After the input is absorbed by the system, it is processed in a way useful to the
system. Here it refers to transformation of knowledge among the students
regarding the learning disability, through the psycho-education for 1 hour and
the result will be obtained on the seventh day using post-test.

OUTPUT
It refers to the energy, matter or information disposed by the system as a result
of its process. In this study, it refers to the increase knowledge of the primary
school teachers of Hindusthan Matriculation and Higher Secondary School,
regarding learning disability.

FEEDBACK
It was the process that enables a system to regulate itself and provides
information about the systems output and its feedback as input. Accordingly,
higher knowledge scores obtained by the subjects in the post test indicate that
the psycho-education on learning disability is effective and gained knowledge
regarding early identification of children with learning disability. A low score
in post test indicates the need for repeating the psycho education on learning
disabilities.

30
 IDENTIFICATION MINISTRATION VALIDATION

DEMOGRAPHIC
VARIABLES

Age, gender, educational

qualification, years of
experience, marital status, POST-TEST Adequate
nature of employment, child knowledge
psychology in curriculum, Assessment of level of
Psycho education on Moderately
attended in service
learning disability among knowledge regarding Adequate
education, experience in
teaching children with primary school teachers learning disability Knowledge
learning disability among primary school
Inadequate
PRE-TEST
teachers knowledge

Assessment of level of
knowledge regarding
learning disability among
primary school teacher

REASSESSMENT
Figure 1.1 Modified conceptual frame work based on wiedenbach’s helping art of clinical nursing theory.
31
 CHAPTER II
REVIEW OF LITERATURE

32
 CHAPTER II
REVIEW OF LITERATURE

According to B. T. Basavanthappa (2011), it refers to an extensive,

exhaustive, systematic examination of publications relevant to the research
project.
The review of literature is the component of a study which provides an insight
across various aspects of the study. The review of literature facilitates in
selecting a problem, its purpose, developing a framework and formulating a
research plan.
The researcher looks into the review of literature which helps in studying the
depth of the problems. It serves as a guide to understand what has to been done
and what is still unknown.
Review Of literature is discussed as:
1. Review related to learning disability.
2. Review related to psycho-education.
3. Review related to knowledge of teachers on learning disability.
1. Review related to learning disability:

Mohammed Ali Alkahtani (2016) conducted a study outlines the literature

relevant to the cross-cultural issues and the politics of special educational
needs and the different perspectives arising from the literature on this widely
debated issue are addressed. In addition, the origin of the term ‘special
educational needs’, its definitions and the types of special educational needs
are presented. At appropriate method of teaching the children with special
educational needs is also discussed. The results from the literature review
indicated a number of gaps in the present frame work. As a result, this has led
the scholar to work additional on these frame work for the aims of this study.
Al Hamid. J. H (2008) conducted a study with determine the prevalence of
Attention Deficit Hyper activity Disorder. A sample size of 1,287 students

33
aged before 6-13 years in 67 government and 10 private primary schools were
selected in Saudi Arabia. Data was collected using two types of questionnaires:
the modified Arabic version of the Attention Deficit Disorders Evaluation
Scale (ADDES) school version, and Parents’ questionnaire to diagnose the
three main subtypes of ADHD. The overall prevalence of combined ADHD
was 16.4%, with a prevalence of 12.4% for hyperactivity-impulsivity and
16.3% for inattention disorders respectively. The study also revealed a variety
of family factors to be significantly associated with the development of ADHD.
The prevalence of each subtype of ADHD was higher if the child was the 6 the
one in the family.
ICMR (2005) conducted a study on 1,835 children from Child Guidance Clinic
among which 37% has neurotic disorder, 12% has mental retardation, 7% has
developmental disorder, 14% has epilepsy and 25% has psychosis.
Nehru R, Garg A, (2004) conducted a cohort study on two brothers with
learning disability of age 17 & 14 years. They were evaluated with a series of
neuro psychological and cognitive linguistic task. Both siblings had good
speed and accuracy in reading and pronunciation. However, reading
comprehension was grossly impaired. The elder had a spelling disorder on
writing to dictation but the younger didn’t.
Individuals with Disability Education Act, (1998) conducted a study served
28,17,148 students with learning disability in the year 1998 to 1999 which is a
representative increase of 36.6% compared to the year 1989 to 1990.
Bose. V. S, (1999) conducted a study to examine the nature of learning
disabilities among 837 children between the age of 6 to 11 years of school
students. The academic performance checklist includes attention, disciplinary,
academic and emotional problems, etc. It was developed for use by teachers in
a class room setting. The average occurrence of each problem was calculated
by dividing the frequency of occurrence by the sample size. Results revealed
that the most prevalent types of problems that were faced by teachers at the

34
primary school level were those related to attention, study, discipline and
emotional problems.
Monika Thapliyal, (1953) conducted a study this paper reviews the research
work on learning disability in India, it studies the social and educational
challenges of learning disabled, and details research in India, concerning the
aspects of diagnosis, assessment and measures for improvement. The paper
critically examines the development in their teaching-learning process, over
the years. It highlights the role of special educator in their education and
explores the impact of technology and specific teaching aids in the education
of learners with learning disability. The late part of the paper, throws light on
the government policies for learning disabled and attempts to interpolate their
proposed effect in their learning. It concludes with possible solutions, learner
progress, based on the recommendations from detailed analysis of the available
literature.
2. Review related to psycho education
C. Nussey, et al., (2013) conducted studies examining interventions using
psychoeducational approaches in tourette syndrome and attention deficit
hyperactivity disorder. Studies examining the impact of providing educational
information (or diagnostic label) about tourette syndrome and attention deficit
hyperactivity disorder to parents, teachers and peers (child and adult) were
identified by searching relevant electronic databases, reference lists and
citations, and consulting colleagues. Twenty-two studies were identified, 20 of
which involved teachers or peers. The studies indicate that providing
educational information increases knowledge, positive attitudes and behaviors
towards individuals with tourette syndrome and attention deficit hyperactivity
disorder. Provision of a diagnostic label alone appears insufficient. Parental
education may improve treatment enrolment and adherence while the findings
are encouraging there are a number of gaps in the literature. These include the
effects of giving information to parents whether changes are maintained over
time, or are generalizable to the population. Studies are needed to investigate
the optimal way to present educational information in every context in order to
35
improve the lives of those with tourette syndrome and attention deficit
hyperactivity disorder.
Conny Griepenburg, et al., (2021) conducted a study that investigates the
implementation of psychoeducation for conveying a diagnosis of specific
learning disorders to the parents of affected children. It addresses the questions
of how such consultations are structured and which factors predict how
satisfied parents are with the psycho education they review. 167 parents of
children with specific learning disorders from Germany were surveyed via an
online questionnaire and asked about their experiences and satisfaction with
the psychoeducational aspects of their individual consultation. The results
show that the implementation of psychoeducation was strongly heterogenous.
For example, the duration of the consultation varied from 4 to 120 minutes in
around half of the cases. The methodical diversity was rather limited and the
causes of learning disorders were rarely discussed with the parents. 54% of the
parents were satisfied or very satisfied with the psychoeducation. The findings
of a regression analysis show that the consultant's professional and emotional
competence as well as the practical value significantly predicted the parent's
satisfaction. Overall, this regression model is able to explain 81.8% variance
in parent's satisfaction. An open and empathetic atmosphere during the
consultation as well as specific and practical tip on how to support their child
are particularly important.
Strine Ericson, et al., (2021) conducted a study to assess knowledge about the
diagnosis and insight into own strength and difficulties can help them manage
the limitations and barriers they face, but suitable interventions with this
purpose are scarce. The present paper presents a psychoeducational group
intervention, the super control project, for adolescents (15-17 years old) with
mild intellectual disability (n=23), adolescent outcome data was obtained
through teacher and parent questionnaires, and interviews with the adolescents.
Parents and adolescents also evaluated the interventions' usefulness. Results
indicated positive impact on participant's understanding of the diagnosis,
managing of everyday challenges and social networking. The intervention

36
seemed to be git the participant's needs and abilities. The study encourages
further implementation and is rigorous.
Isaias Martin Ruiz, et al., (2021) conducted a study for the purpose to identify
the reading and writing learning disabilities of a Spanish -speaking subject.
The methodology is a single case study, which examined a 7-year old boy
enrolled in the second year of primary education at a grant maintained school
in the city of Malaga (Spain). A psychoeducational evaluation proposal is
described with different qualitative and quantitative techniques. The results
indicate that the subject presents difficulties in the acquisition of reading and
writing skills, showing signs of cognitive deficits in memory, attention,
processing speed, visual and phonological processing, and difficulties in
reading and writing. Finally a proposal for psychoeducational intervention is
described, which would be useful in promoting learning and improving the
pupil's academic performance. The research shows the relevance of early
intervention and the establishment of clear educational guidelines towards the
teacher and the family. The main limitations are determined from the single
case study and the possible limitations of validity and generalizability of this
study to other languages.
Eva O Melin, et al., (2018) conducted a study with an objective of feasibility
testing of a psychoeducational method-the Affect School and Script Analyses
(ASSA) -in a Swedish primary care setting. Exploring associations between
psychologically and medically unexplained physical symptoms (MUPS).
Design used for this study is pilot study in three Swedish primary care centers
serving 20,000 people. Intervention is by 8 weekly 2 -hour sessions with a 5-7
participant group led by two instructors-followed by 10 individual hour-long
sessions. Results the entire 26-hour psychoeducational intervention was
completed by 30 patients (83%) and 33 patients (92%) completed the 16-hour
affect school. One week post intervention median test score changes were
significantly favorable for 27 respondents, with p<0.05 after correction for
multiple testing for 9 of 11 measures (depression, anxiety, alexithymia, MUPS,
general health, self-affirmation, self-love, self-blame, and self-hate); 18

37
months post intervention the results remained significantly favorable for 15
respondents for 7 of 11 measures (depression, alexithymia, MUPS, general
health, self-affirmation, self- love, and self -hate).

3. Review related to knowledge of teachers on learning disability

Soman SK, (2004) conducted a study the knowledge of teachers regarding the
behavioral problems of children. The sample consisted of 45 teachers, from
seven schools in Hyderabad, India. Findings indicate that poor scholastic
performance, relationship problems, conduct problems and psychosomatic
problems were perceived by subject as major behavioral problems.
Information regarding treatment facilities was inadequate. This shows that
teachers tend to use harmful methods to deal with children’s behavioral
problems such as minor punishments, moral education and threats of
punishments.
Taylor HG, et al., (2002) conducted a study in India stated that on efficiency
of kinder garden teacher judgment in identifying early learning problems. To
identify early learning problems, kinder garden teachers in a sub urban school
rated student progress towards six academic objectives as satisfactory or
unsatisfactory. 20% of the district’s 303 kinder garden children received
unsatisfactory ratings in at least one area. 38 of these children (identified
group). Results of testing conducted revealed poor academic achievement in
identified children than in non-identified children. Children from the identified
group also performed more poorly than children from non- identified group on
tests of phonological processing and working memory executive functioning
and were rated by teachers as having more behavior and attention problems
and lower social competence. Follow up of the cases to the first grade
documented continued learning problems in the identified group. These
findings support the use of teacher judgment in the early detection of learning
problems.
Sheba Philip, et al., (2018) conducted a study was aimed at describing and
comparing the knowledge and attitude of teachers regarding learning

38
disability. The study was conducted in selected schools of Pune. The sample
of 100 school teachers is used for the study. A self-structured questionnaire
was developed for assessing the knowledge and the Likert’s scale was used to
assess the attitude of school teachers regarding learning disabilities. The tool
consisted of three sections, such as: Section-I: Demographic variables,
Section-II: questionnaire to assess structured knowledge and Section-III:
Likert’s scale to assess the attitude. The present study indicates that the 59%
of the teachers has good knowledge, 27% of teachers has average knowledge,
7% of them had below average and 7% of the samples had excellent
knowledge. No samples had poor knowledge.
Jitendra Chicholkar, (2015) conducted a study on pre-experimental one
group pre-test post-test research design and research approach adopted for this
was to qualitative approach. The sample was 100 primary school teachers. Data
was collected by using structured knowledge questionnaire consisting of two
sections, Section I –Socio-Demographic variables & Section II – Structured
knowledge Questionnaire. Result: The mean of post-test knowledge scores was
26.6 which is significantly higher than mean of pre-test knowledge scores of
12.4. Standard deviation of post-test score and pre-test score is 9.4 and 13.3
respectively. The computed paired “t” value is greater than table value which
represents significant gain in knowledge. The study revealed that the level of
knowledge regarding learning disability was low among school teachers in pre-
test and there was significant gain in knowledge in post-test. Thus the study
results revealed that self-instructional module is an effective instructional
method to improve the knowledge level of primary school teachers regarding
learning disabilities
Minakshi Rana, et al., (2019) conducted a study Learning disabilities are one
of the common problems that need a special attention from family, neighbors,
social circles and teachers. Teacher plays an important role while dealing with
learning disabilities children therefore teacher role is wide such as best
supporter and good resources for children in school. The aim of the study was
to assess the knowledge and attitude among primary school teachers regarding

39
learning disabilities in selected primary school of Himachal Pradesh.
Quantitative research was used for study. Design non-probability convenient
sampling technique was used to select the sample. Sample size was 100
primary school teachers. Data was collected by using demographic variables,
self-structured knowledge questionnaire. The result of the study revealed that
majority of teachers 61% had good knowledge on learning disabilities, 39%
had fair knowledge regarding learning disabilities and none 0% had average
knowledge regarding learning disabilities. There was no significant association
of knowledge score regarding learning disability. There was no significant
association of knowledge score regarding learning disabilities among teachers
found with any of variables. The findings of the study concluded that majority
of the primary school teachers had good knowledge on learning disabilities.
Arunachalam Madhamani and Alex Joseph, (2007) conducted a study
Literature indicates that the incidence of specific learning disabilities among
Indian children has been raising. Scholars have been paying much attention to
teacher knowledge which is largely associated with early identification and
treatment of learning disabilities. The aim of the study is to understand the
knowledge and the awareness among public school teachers about learning
disabilities among children in Dharmapuri district of Tamil Nadu. A cross
sectional study was done among 200 school teachers in Dharmapuri district to
achieve the desired objectives using structured and self-administered
questionnaire. The knowledge of teachers regarding learning disabilities
among children was found to be moderate among the majority of the teachers
45%, where as substantially large number of participants showed an adequate
level of knowledge 33.5%, and the rest of the participants 21.5% have shown
an inadequate level of knowledge. A vast majority of participants 73.5% were
aware of learning disability amongst children. The educational qualification
and experience of the teachers had a significant association between
knowledge level.
Harmanjot Dhindsa, et al., (2011) conducted a study of Children are precious
resources of a nation and if they are physically and psychologically healthy,

40
then they can excel in all domains of life. Learning disability mainly affects
the psychological domain of child as it interferes with basic skills such as
organization, time planning, abstract reasoning, memory and attention. This
disorder is unable to cure at primary stages as it is mostly neglected due to lack
of knowledge regarding learning disabilities. A descriptive cross-sectional
study was used to assess the knowledge regarding learning disabilities in
children among primary school teachers in selected schools of Jodhpur,
Rajasthan. In April 2017. A total sample size of 70 primary schools of Jodhpur,
Rajasthan were taken using total enumeration sampling technique. The tool for
data collection was self-structured questionnaire. The results of the study
showed that the majority of primary school teachers 70% had average
knowledge regarding learning disabilities, 27.14% had poor knowledge
whereas only 2.86% had good knowledge and there is no significant
association between the knowledge of primary school teachers and their socio
demographic variables like age, gender, marital status, religion, educational
qualification, type of school, teaching experience, in-service education on
learning disabilities, any family member/friend suffering with learning
disabilities.

41
CHAPTER III
RESEARCH
METHODOLOGY

42
 CHAPTER III
METHODOLOGY

Research methodology helps to solve the research problem systematically. The

procedure follows from initial identification of problem until its conclusion.
This chapter deals with different steps that were undertaken for collecting and
organizing the data, it includes: Research approach, Research design, Setting
of the study, Population, Sample, Sampling technique, Instrument, Scoring
procedure and interpretation, Validity, Reliability, Pilot study, Data collection
procedure.
Research approach:
According to Polit and Beck (2014) Research approaches are the procedures
for the research that plan the steps from broad assumption to detailed methods
of data collection, analysis and interpretation.
Pre experimental one group pre-test and post-test design was used to conduct
this study.

Research design:
Pre experimental one group pre-test and post-test design was adopted to assess
the effectiveness of psycho education among the primary school teachers
regarding learning disability.

Schematic presentation of research design:

PRE – POST –
GROUP INTERVENTION
TEST TST
EXPERIMENTAL
O1 X O2
GROUP

Table: 3.1 schematic presentation of research design

43
Keys:
O1 – pre - assessment of level of knowledge regarding learning disability of
primary school teachers.
X – Implementation of psycho education
O2 – post - assessment of level of knowledge regarding learning disability of
primary school teachers.
Setting of the study:
Hindusthan Matriculation Higher Secondary School is a school in the
Sowripalayam village of Sarkar Samakkulam block, Coimbatore district,
Tamil Nadu. This school has primary, upper primary, secondary and higher
secondary classes. This is a Co-educational school in which both boys and girls
with total strength of 1500 students are studying and 80 teaching staff
members. The primary school consist of 35 teachers and 600 students. In which
30 primary school teachers are selected as sample.
Population:
According to Polit and Hungler, (1999) Population is defined as the entire
aggregation of cases that meet a designed set of criteria.
Target population:
According to Polit and Beck (2010), target population is the entire population
in which a researcher is interested and to which he /she would like to generalize
the study results.
The target population of the present study was primary school teachers
Accessible population:
According to Polit and Beck (2010), accessible is the population of people
available for a particular study-often, a non-random subject of the target
population. The accessible population of the study was primary school teachers
of Hindusthan Matriculation Higher Secondary School, Coimbatore.

44
Sample:
The samples were the primary school teachers who are working in Hindusthan
Matriculation Higher Secondary School, Coimbatore, who fulfill the inclusion
criteria.

Criteria for selection of sample:

Inclusion criteria-
• Both male and female teachers.
• Age above 20.
• Teachers who all are teaching for primary sections.
• Teachers who are willing to participate in the study.
• Teachers who are present at the time of data collection.

Exclusion criteria
• Teachers those who have already undergone in-service education on
learning disability.
• Techers who are not teaching primary school children.

Sample size:
Sample size composed of 30 primary school teachers from Hindusthan
Matriculation Higher Secondary School, Coimbatore.
Sampling technique:
Non probability convenient sampling technique was used to select the samples.
Instrument:
Description of tool:
The tool was divided into 2 sections. Section – I and section – II.
SECTION-I:
It consists of demographic variables of the primary school teachers, such as
age, gender, education, marital status, years of experience in teaching, whether
had child psychology in curriculum, in-service education in teaching, nature of
the employment and any experiences on child with learning disability.

45
SECTION-II: Self structured questionnaire It includes 30 self-structured
questionnaires on learning disability selected under the topics of dyslexia,
dysgraphia, dyscalculia, dyspraxia and attention deficit hyperactive disorder.

Scoring and Interpretation:

The self-structured questionnaire each questions has four options. The correct
option was given a score of one and incorrect was scored as zero. The total
knowledge questionnaire score was 30.

Self-structured questionnaire Minimum score Maximum score

Number of questions =30 0 30
Table 3.2: Scoring on self-structured questionnaire

The interpretation of scoring is:

Level of knowledge on Score Percentage
learning disability
Adequate knowledge 21-30 67- 100
Moderately knowledge 11-20 34- 66
Inadequate knowledge 0-10 0 - 33
Table 3.3: Interpretation of scoring

Validity of the instrument:

The validity of the tool was established in consultation with experts in the field
of psychiatric nursing.
Reliability of the tool:
Under reliability stability will be checked using test-retest method and internal
consistency will be checked using karl pearson split half method, showing
knowledge questionnaire reliability with 0.89. the reliability was satisfactory.
Pilot study:
Before conducting pilot study formal permission was obtained from the
principal of Devanga Higher Secondary School. The pilot study was conducted
between 3.7.2022 - 10.7.2022 in Devanga Higher Secondary School,

46
Coimbatore. 3 primary school teachers were selected for the study by non-
probability convenient sampling technique. Pre-test was conducted for 45
minutes and psycho-education was given through power point presentation for
1 hour on the same day of the pretest. Post-test was conducted after 7 days by
using the same questionnaire for the primary school teachers who underwent
pre-test.
Data analysis was done through paired t test and chi-square method and
found that psycho-education was effective. So, the study was feasible and
predictable.
Data collection procedure:
Before conducting study, the oral and written permission was obtained from
the Principal of Hindusthan Matriculation Higher Secondary School,
Coimbatore. The main study was conducted between 10.8.2022 to 17.8.2022
at Hindusthan Matriculation Higher Secondary School, Coimbatore. The target
population is the 30 primary school teachers selected by non-probability
convenient sampling technique with inclusion criteria. Pre-test was conducted
for 30 samples for 45 minutes and the psycho-education was given for 1 hour
through power point presentation on the next day. Post-test was conducted for
45 minutes after 7 days for the same samples who underwent pretest.
Data analysis is done by paired t test method and chi-square method and proved
that the psycho-education was effective.
Plan for data analysis
Analysis of the data performed after collection of required data. Analysis was
done based on the objectives and hypotheses of the study by using descriptive
and inferential statistics.

47
 TYPE OF
METHODS PURPOSES
STATISTICS

To describe the
demographic variables.
Frequency, percentage,
mean, standard To assess the
Descriptive statistics
deviation, mean knowledge of pre-test
difference and post-test on learning
disability among
primary school teachers.

Analysis the
effectiveness between
pre and post test level of
knowledge regarding
learning disability.

Analyzing association
Inferential statistics Chi square
between demographic
variables and pre test
score knowledge of
learning disability
among primary school
teachers.

Table 3.4 Plan for data analysis

48
Figure:3.1 Schematic presentation of study
Research approach
Quantitative research approach

Research design
Pre experimental one group pre-test post-test research design

Setting of the study

Hindusthan Matriculation Higher Secondary School, Coimbatore

Population
Primary school teachers

Sample size (n= 30)

Sample technique
Non probability convenient sampling

Data collection process

Demographic data, assessment of level of knowledge

Intervention
Psycho education on learning disability

Data analysis
Descriptive and inferential statistics
49
 CHAPTER IV
DATA ANALYSIS AND
INTERPRETATION
.

50
 CHAPTER IV
DATA ANALYSIS AND INTERPRETATION

This chapter deals with the analysis and interpretation of data from the school
teachers at a selected primary school, Coimbatore to assess the knowledge
regarding learning disabilities.
The findings are based on the descriptive inferential statistics, the
analysis was tabulated as follows.
Section-I: Frequency and percentage distribution of demographic variables
among primary school teachers of Hindusthan Matriculation and Higher
Secondary School, Coimbatore.
Section-II: Frequency and percentage distribution of level of knowledge
regarding learning disability on pre-test among primary school teachers
Section-III: Frequency and percentage distribution of level of knowledge
regarding learning disability on post test among primary school teachers
Section-IV: Comparison of pre-test and post-test of primary school teachers
on learning disability
Section-V: Association of post-test level of knowledge on learning disability
with selected demographic variables among primary school teachers of
Hindusthan Matriculation and Higher Secondary School. Coimbatore.

51
 SECTION I
TABLE:4.1: Frequency and percentage distribution of demographic
variables among primary school teachers of Hindusthan Matriculation
and Higher Secondary School, Coimbatore.
(n= 30)

S.NO. DEMOGRAPHIC VARIABLES FREQUENCY PERCENTAGE

(f) (%)
Age in years
27
a) 20 - 25 years 8
1. 20
b) 26 - 30years 6
26
c) 31 - 35years 8
27
d) Above 35 years 8

Gender
2 7
2. a) Male
28 93
b) Female

Educational qualification
a) Teachers training program 2 7
3. b) B. Ed 25 83
c) M. Ed 0 0
d) Any other specify 3 10

Years of teaching experience

a) 1 - 5 years 11 37
4. b) 6 - 10years 6 20
c) 11 - 15years 6 20
d) Above 15 years 7 23

Marital status
5. a) Married 19 63
b) Unmarried 11 37

52
 Nature of the employment
6. a) Temporary 23 77
b) Permanent 7 23
Do you have child psychology
in your course curriculum
7.
a) Yes 19 63
b) No 11 37
Have you attended any in
8. service education program
a) Yes 7 23
b) No 23 77
Have you got any experience in
teaching children with learning
9. disability
a) Yes 11 37
b) No 19 63

Table:4.1 Shows that distribution of demographic variables of primary school

teachers of Hindusthan Matriculation Higher Secondary School, Coimbatore.
The frequency value explains the number of primary school teachers present
under the category.
The percentage value explains the total percentage of primary school teachers
present in each category.

53
 30

26.7 26.7 26.7

25

20
20
Percentage

15

10

0
20 to 25 26to 30 31 to 35 above 35
Age in years

Figure: 4.1.1 Represents the percentage distribution according to age of

primary school teachers

➢ Equal number of 8 (26.7%) participants of the sample fall under the age
group between 20 to 25, between 31 to 35 and above 35
➢ Least 6 (20%) participants of the samples come under 26 to 30 years.

54
 100

93
90

80

70

60
Pecentage

50

40

30

20

10 7

0
MALE FEMALE
Gender

Figure:4.1.2 Represents distribution according to gender of the primary school

teachers.

➢ Maximum number of participants 28 (93%) of sample are female

➢ Least 2 (7%) participants are male

55
 90
83
80

70

60
Percentsge

50

40

30

20
10
10 7
0
0
DIPLOMA B.ED M.ED OTHERS
Educational qualification

Figure:4.1.3 Represents the percentage distribution according to educational

qualification of the primary school teachers.

➢ Maximum number of 25 (83%) participants of the sample has the

educational qualification of B. Ed.
➢ 3 (10%) participants of the sample have the educational qualification of
others.
➢ Least number of 2 (7%) participants of the sample has the educational
qualification of diploma.
➢ There were no (0) participants with the educational qualification of
M.Ed. from the sample.

56
 40
37

35

30

25
23
Percentage

20 20
20

15

10

0
1 TO 5 YEARS 5 TO 6 YEARS 7 TO 10 YEARS ABOVE 10 YEARS
Years of experience

Figure:4.1.4 Represents the percentage distribution according to the years of

experience of the primary school teachers.

➢ Maximum of 11 (37%) participants of the sample have experience of 1

to 5 years.
➢ 7 (23%) participants of the sample have experience of above 10 years.
➢ Least and equal number of 6 (20%) participants of the sample have
experience of 5 to 6 years and 7 to 10 years.

57
 70

63

60

50

40
37
Percentage

30

20

10

0
MARRIED UNMARRIED
Marital status

Figure:4.1.5 Represents the percentage distribution according to marital status

of the primary school teachers selected for the study.

➢ Maximum number of 19 (63%) participants of the samples were married.

➢ Least number of 11 (37%) participants of the samples were unmarried.

58
 90

80 77

70

60

50
Percentage

40

30

23

20

10

0
TEMPORARY PERMANENT
Nature of employment

Figure:4.1.6 Represent that percentage distribution according to the nature of

employment of the primary school teachers.

➢ Maximum number of 23 (77%) participants of the samples were

temporary in nature of employment.
➢ Least number of 7 (23%) participants of the samples were permanent in
nature of employment.

59
 70

63

60

50

40
37
Percentage

30

20

10

0
YES NO
Child psychology in curriculum

Figure:4.1.7 Represent that percentage distribution according to the child

psychology in the curriculum of the primary school teachers.

➢ Maximum number of 19 (63%) participants of the sample have child

psychology in their course curriculum.
➢ Least number of 11 (37%) participants of the have child psychology in
their course curriculum.

60
 90

80 77

70

60

50
Percentage

40

30

23

20

10

0
YES NO
In service education programe

Figure: 4.1.8 Represent that percentage distribution according to the in-service

education program of the primary school teachers.

➢ Maximum number of 23 (77%) participants of the sample have not

attended any in service education program.
➢ Least number of 7 (23%) participants of the samples have attended in
service education program.

61
 70

63

60

50

40
37
Percentage

30

20

10

0
YES NO
Experience of teaching child with learning disability

Figure:4.1.9 Represent that percentage distribution according to primary

school teacher having experience in teaching child with learning disability.

➢ Maximum number of 19 (63%) participants of the sample have no

experience in teaching child with learning disability.
➢ Least number of 11 (37%) participants of the sample have experience in
teaching the child with learning disability.

62
 SECTION II

TABLE:4.2: Frequency and percentage distribution of level of knowledge

regarding learning disability on pre-test among primary school teachers.

FREQUENCY PERCENTAGE
LEVEL OF KNOWLEDGE
(f) (%)

ADEQUATE 0 0

MODERATELY ADEQUATE 14 47

INADEQUATE 16 53

Table 4.2: Shows the knowledge regarding learning disability among primary
school teachers through pre-test based on self-structured questionnaire method.
In the pre-test among 30 teachers about 16 (53%) had inadequate knowledge
and 14 (47%) had moderately adequate knowledge and none 0 (0%) had
adequate knowledge.

63
 60
53

47
50

40
Percentage

30

20

10

0
ADEQUATE MODERATELY INADEUATE
ADEQUATE
Pre-test score

Figure 4.2.1: Shows the knowledge regarding learning disability among

primary school teachers through pre-test based on self-structured questionnaire
method. In the pre-test among 30 teachers about 16 (53%) had inadequate
knowledge and 14 (47%) had moderately adequate knowledge and none 0 (0%)
had adequate knowledge.

64
 SECTION III

TABLE 4.3: Frequency and percentage distribution of level of knowledge

on post-test regarding learning disability among primary school teachers.

FREQUENCY PERCENTAGE
LEVEL OF KNOWLEDGE
(f) (%)

ADEQUATE 16 53

MODERATELY ADEQUATE 11 37

INADEQUATE 3 10

Table 4.3 Shows the knowledge regarding learning disability among primary
school teachers through post-test based on self-structured questionnaire
method. In the post-test among 30 teachers about 16 (53%) had adequate
knowledge, 11 (37%) had moderately adequate knowledge and 3 (10%) had
inadequate knowledge.

65
 60
53.3

50

36.7
40
Percentage

30

20

10

10

0
ADEQUATE MODERATELY INADEUATE
ADEQUATE

Post-test value

Figure: 4.3.1 Shows the knowledge regarding learning disability among

primary school teachers through post-test based on self-structured
questionnaire method. In the post-test among 30 teachers about 16 (53%) had
adequate knowledge, 11 (37%) had moderately adequate knowledge and 3
(10%) had inadequate knowledge.

66
 SECTION IV

TABLE:4.4: Comparison of pre-test and post-test knowledge scores of

primary school teachers on learning disability.
(n=30)

STANDARD PAIRED “t”–

KNOWLEDGE MEAN
DEVIATION TEST

PRE-TEST 12 4
10.8
POST-TEST 19.5 6.2

Table value: 1.81

Level of significant is 0.05

Table4.4: P<0.05, Table value = 1.81 reveals that the overall mean of level of
knowledge regarding learning disability among primary school teachers during
pre-test mean was 12. Standard deviation had been 4 and post-test mean was
19.5. Standard deviation had been 6.2, “t” value was 10.8 more than table
value at the level of significant at 0.05 level which is 1.81. It implies was that
there was statistically significant improvement in the knowledge level
regarding learning disability among primary school teachers at Hindusthan
Matriculation and Higher Secondary School, Coimbatore.

67
 60

53
53

50 47

37
40
Percentage

30

20

10

10

0
0
ADEQUATE MODERATE INADEQUATE

Association between pre-test and post-test

pre test post test

Figure: 4.4.1 Represent the association between pre-test and post-test

knowledge among the primary school teachers.

68
 SECTION V
Table 4.5 Association of demographic variables with post test score
knowledge regarding learning disabilities among primary school teachers.
Adequate Moderately Inadequate
Demographic knowledge adequate knowledge
S/NO X2 value
variables knowledge
(f) p (%) (f) p (%) (f) p (%)
Age
a) 20 to 25 1 3.3 3 10 2 6.6
years
b) 26 to 30 X2– 8.79
3 10 0 0 1 3.3
1 years tv-7.81
c) 31to 35 df-3
years 7 23.3 3 10 0 0
d) Above 35
years 5 16.6 5 16.6 0 0
Gender X2-1.77
2 a) Male 0 0 1 3.3 0 0 tv-3.84
b) female 16 53.3 10 33.3 3 10 df-1
Educational
qualification
0 X – 5.52
2
a) diploma 0 0 2 6.6 0
3 b) B.Ed 15 50 7 23.3 3 10 tv-7.81
c) M.Ed 0 0 0 0 0 0 df-3
d) Any other
1 3.3 2 6.6 0 0
specify
Years of
experience
a) 1 to 5 years 3 10 4 13.3 2 6.6
b) 6 to 10 X2- 5.90
5 16.6 1 3.3 1 3.3
4 years tv-7.81
c) 11 to 15 df-3
3 10 3 10 0 0
years
d) Above 15
years 5 16.6 3 10 0 0
69
 Marital status X2 - 12.2
15 50 7 23.3 0 0 tv-3.84
5 a) Married 1 3.3 4 13.3 3 10
b) Unmarried df-1

Nature of X2 – 0.07
6 employment tv- 3.84
a) Temporary 12 40 8 26.6 2 6.6
df – 1
b) Permanent 14 13.3 3 10 1 3.3

Child psychology
in curriculum X2 1.25
7 a) Yes 10 33.3 6 20 3 10 tv – 3.84
b) No
6 20 5 16.6 0 0 d
f-1

Attended in
service education X2 – 4.28
8
a) Yes tv- 3.84
2 6.6 3 10 2 6.6
b) No df-1
14 13.3 8 26.6 1 3.3

Experience in
teaching children
with learning X2-5.28
9
disability tv-3.84
a) yes df- 1
5 16.6 6 20 1 3.3
b) No
11 36.6 5 16.6 2 6.6

Table:4.5 Depicts the association between post-test score and the demographic
variables among the primary school teachers. It reveals that there is no
significant association between the gender, educational qualification, years of
experience, nature of employment, child psychology in curriculum with the

70
post-test score. There is a significant association between the age, marital
status, attended in service education, experience in teaching children with
learning disability of the primary school teachers and previously identified
learning disability with the knowledge of the primary school teachers.

71
 CHAPTER V
RESULTS AND DISCUSSION

72
 CHAPTER V
RESULTS AND DISCUSSION

This is a pre - experimental study indented to evaluate the effectiveness of

psycho education regarding learning disabilities among the primary school
teachers in selected schools at Coimbatore.
The following objectives were set of the study,
➢ To assess the pre-test and post-test level of knowledge on learning
disability among primary school teachers.
➢ To assess the effectiveness of psycho-education regarding learning
disability on level of knowledge among primary school teachers.
➢ To find out the association between post-test level of knowledge learning
disability with the selected demographic variables of primary school
teachers
The first objective of the study to assess the pre-test and post-test level of
knowledge on learning disabilities among primary school teachers
Structured questionnaire method was used to assess the pre-test score of
knowledge regarding learning disabilities among the school teachers. During
the pre-test 16 (53%) showed Inadequate knowledge, 14 (47%) showed
moderately adequate knowledge regarding learning disabilities. During the
post-test 3 (10%) teachers showed inadequate knowledge, 11 (37%) showed
moderately adequate knowledge, 16 (53%) Adequate knowledge about
learning disabilities of children.
Joshua Yeldose (2010) conducted a study to assess the effectiveness of
structured teaching program regarding learning disabilities among the school
teachers. The study conducted among 40 teachers. The study revealed that was
effective in increasing knowledge of teaching.
The psycho education regarding learning disabilities was given to the primary
school teachers at Hindusthan Matriculation and Higher Secondary School,

73
Coimbatore. The teaching was given on the next day through the power point
for 1 hour, which includes the definition, types, etiology, symptoms, diagnostic
evaluation, early identification of children with learning disability, treatment
and responsibilities of the teacher regarding learning disabilities of children.
The post-test time period was one week after the psycho education. They were
communicating and clarifying their doubts related to learning disabilities
among children. The post test was conducted on 13-08-23. The evaluation of
the post-test was found to be effective.
Dileep Natekar (2012) conducted study, to assess the knowledge of primary
school teachers regarding learning disabilities of children and their difficulties
in academic performance, among children in Bangalore. Self- administered
structured questionnaire was prepared and administered to 50 school teachers
1-7th standard based on purposive sampling technique.
The second objective of the study was to evaluate the effectiveness of
psycho education regarding learning disabilities on level of knowledge
among primary school teachers
Structured questionnaire method was used to assess the knowledge among
primary school teachers at selected schools after the structured teaching
program. The mean of pre-test knowledge was 12, Standard Deviation is (4)
and the mean of the score of post-test knowledge was 19.5, Standard Deviation
is (6.2), the calculated “t’ value 10.8. Hence the calculated “t’ value more than
the expected table value (2.064). It revealed that there was a significant
difference in the pre-test and post-test level of knowledge and the hypothesis
is accepted.
Priyesh Bhanwara (2012) described that the planned teaching is effective in
increasing the knowledge regarding learning disabilities. The study was
conducted in selected schools of Pune city. The samples were teachers both
male and female. Sample size was 30 non convenient purposive sampling
technique was used.

74
The third objective of the study was to find out the association between
post-test level of knowledge on learning disability selected demographic
variables of primary school teachers
The fourth objective of the study was to find out the association between
selected demographic variables with the post-test knowledge score of learning
disabilities. There is a significant association between the age, marital status,
attended in service education, experience in teaching children with learning
disability of the school teachers and previously identifie d learning disability
with the knowledge of the post test score is significant 0.05 level.
There is no significant association between Gender, Educational qualification,
years of experience, Nature of employment, child psychology in curriculum
shows no significant association with post test score.

75
 CHAPTER VI
SUMMARY, CONCLUSION,
NURSING IMPLICATIONS,
LIMITATION AND
RECOMMENDATION

76
 CHAPTER VI
SUMMARY, CONCLUSION, NURSING IMPLICATIONS,
LIMITATION AND RECOMMENDATION

Summary
The purpose of the study was to help the teachers to improve the knowledge
regarding learning disabilities.
The alternative hypothesis set for the study
There is significant efficient of psycho education regarding knowledge
among primary school teachers at selected schools, Coimbatore.
Major Findings of the study were as follows
❖ The pre-test mean score of knowledge was 12
❖ The post-test mean score of knowledge among primary school
teachers was 19.5
❖ The calculated “t” value for knowledge score was 10.8 at 0.05 level
of significant.
❖ There was significant association between post-test knowledge with
age, marital status, have attended in-service education, experience in
teaching children with learning disability.
❖ There was no significant association between post-test knowledge
with gender, educational qualification, years of experience, nature of
employment, child psychology in curriculum.

Conclusion

The calculated “t” value of knowledge score was 10.8 at 0.05 level of
significance which indicates the psycho education was effective the knowledge
regarding learning disabilities.
There was significant association between post-test knowledge with age,
marital status, attended in service education, experience in teaching children

77
with learning disability. There was no significant association between post-test
knowledge with gender, educational qualification, nature of employment, child
psychology in curriculum.

Nursing Implication

Learning disabilities in the children is not cured but must be managed through
early identification by timely health education. The findings of the study have
implications on nursing practice, nursing education, nursing administration
and nursing research.

Nursing Practice

This study emphasis in improving the knowledge regarding learning

disabilities through educative measures.
❖ Teaching program can be conducted for the school teachers.
❖ More knowledge regarding learning disabilities will help for early
identification of the learning disabilities of children.
❖ Health education can also provide with media, pamphlet which will help
the client to increase the knowledge regarding learning disabilities
among the school teachers.
❖ Nurse active participation in school health programs by providing direct
and indirect care helps to achieve the goals of health services.
❖ Teacher deficit in knowledge regarding learning disabilities indicate the
needs for arranging health education session in related topics.
❖ Nurses should focus on psychiatric rehabilitation in the community
setting by using health teaching regarding learning disabilities.
Nursing Education
❖ Nurse educator should emphasize more on preparing students to
impact health information to the public regarding children with
learning disabilities

78
 ❖ The study has clearly proved that psycho education was effective in
improving the knowledge regarding learning disabilities. To practice
this, the nursing personnel needs to be equipped with adequate
knowledge and practice regarding psycho education.
❖ The curriculum of nursing education should enable student nurse to
equipe themselves within the knowledge of learning disabilities of the
children.
❖ The nursing education should give more importance to the application
of theory into a practice.
Nursing Administration
❖ Nurse as an administrator should take limitation in formulating
policies and protocols for short term and long term health teaching.
❖ The nursing administration should motivate the subordinate for
participating in various educational programs and improve their
knowledge and skills.
❖ The administrator serves as a resource person for young nursing
students, parents and school teachers for providing guidance and
counselling for children with learning disabilities.
❖ The nurse administrator has the power to formulate pamphlet and
flash card for the awareness of learning disabilities of the children
among the school teachers.
❖ Cassettes about learning disabilities of children can made available to
nurse educator in nursing education institution.
Nursing Research
❖ There is a good scope for nurse to conduct research in this area, to
find out the effectiveness of various teaching strategy to educate the
teachers and parents.
❖ The effectiveness of the research study can be made by further
implication of the study.
❖ Can be used for evidenced based nursing practice as a rising trend.

79
Limitations
❖ The findings can be generalized only to the selected school teachers.
❖ The size of sample is only 30 hence the findings is generalized with
caution.
❖ Study was limited to 7 days, improvement in knowledge take place
slowly.
❖ The study didn’t use any control group. There was a possibility of
threat to internal validity such as events occurring between pre-test
and post-test section like mass media or other people can influence
the school teacher knowledge.
❖ The study was limited to assess knowledge. So, the attitude and
practice of the teachers were not assessed.
Recommendation
❖ Similar study can be conducted in a large group to generalize the
study findings
❖ The study can be conducted to assess the attitudes and coping strategy
of school teachers towards children with learning disabilities.
❖ Comparative study can be done between urban and rural areas
❖ A pre - experimental study can be conducted with control group for
the effective comparison.
❖ This study can be conducted as descriptive study to assess the extend
nature of learning disabilities of children.
❖ A study can be conducted in term of knowledge, attitude and practice
of alternative learning methods among school teachers of children
with learning disabilities.
❖ A study can be conducted in the community the prevalence and types
of learning disabilities among children.

80
CHAPTER VII
REFERENCE

81
 REFERENCES
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Harcouret Are Pvt Ltd.
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• Dorthy. R. Marlow. (2005) Text book pediatrics Nursing; ,6th edition
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Teaching Hospital, Uyo, Akwa-Ibom State, Nigeria.
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Concepts of Evidence Based Practice. Jaypee Brother Publication.
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publication.
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 • Polit, D.F and Beck C.T (2006). Nursing Research. (7th edition). New
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• Rutter M. Maughan B. Psychosocial adversities in childhood and adult
psychopathology: J. Personality Disorders.
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Sciences and Clinical Psychiatry. (9th edition). Lippincott Williams
Wilkins. New York.
• Sreevani, R (2010). A guide to mental health and psychiatric nursing.
(3rd edition). New Delhi: Jaypee Brothers Medical Publishers.
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edition). New Delhi: Vora Medical publications.
• Varghese. (2002) A manual on family intervention for the mental health
professional. Version 2. WHO/NIMHANS
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ADHD. American journal of pediatrics, 105(2), 1158-1170.
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of children and adolescents with behavioral problems. American journal
of child and adolescent psychiatry. 40(3), 24-30
• Brog, M. G. (1999). Secondary school teachers perception of pupils
undesirable behaviors. Journal of educational psychology, 8(1). 17-13
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schools. Health for the millions. 4: 12-13
• Ehsan Ullah Syed. (2009). Screening for emotional behavioral problems
amongst 5-11 years old school children in karachi. Indian journal of
pediatrics. Vol 76: 623-627
• Gupta et. Al (2001). Prevalence of behavioral disorder in school
children. Indian journal of pediatrics, 68(4), 323-326.
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 • N C Ojinmaka 2010, MB BS, FWACB Department of pediatrics,
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disorder among children. Retrieved from www.medline.com
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www.pubmed.com
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• Herrenkohi, T. I. (2008). Intersection of child abuse and children
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school readiness. Retrieved from www.medscape.com
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disorder. Retrieved from www.pubmed.com
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85
• Mc Farlac, E. (2010). The importance of early parenting in at-risk
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• Toylor, T. (2007). Managing unwanted behavior in school children.
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86
CHAPTER VIII
APPENDICES

87
 SETTING PERMISSION FOR MAIN STUDY
From
Ms. Kavya | Ms. Madhumitha | Mr. Michael | Mr. Mohamed Shalim |
Mr. Mohammed Raees,
IIIyear B. Sc. Nursing,
Hindusthan College of Nursing,
Coimbatore.

To
Mrs. R. Manimozhi, M.Sc. (N), ̅̅̅̅̅̅̅̅̅̅̅̅̅
𝑃ℎ. 𝐷. (𝑁),
Principal,
Himdusthan College of Nursing,
Coimbatore.
Respected Mam,
Sub: Requesting permission to conduct the study-reg
We B. Sc Nursing students of Hindusthan College of Nursing are
conducting a research project for the partial fulfillment of The Tamil Nadu Dr.
M.G.R. Medical University Chennai, as a part of the requirements for the
award of B. Sc. Nursing Degree
TOPIC: A study to evaluate the effectiveness of psycho education
regarding learning disability on knowledge on primary school teachers at a
selected primary school, Coimbatore.
Kindly grant us permission to conduct the research study at the
Hindusthan Matriculation Higher Secondary School
Thanking you
Yours sincerely
Ms. Kavya
Ms. Madhumitha
Mr. Michael
Mr. Mohamed Shalim
Mr. Mohammed Raees

88
SETTING PERMISSION FOR MAIN STUDY

89
 Requisition for content validity
From
Ms. Kavya | Ms. Madhumitha | Mr. Michael | Mr. Mohamed Shalim |
Mr. Mohammed Raees,
IIIyear B. Sc. Nursing,
Hindusthan College of Nursing,
Coimbatore.

To
Mrs. R. Manimozhi, M.Sc. (N), ̅̅̅̅̅̅̅̅̅̅̅̅̅
𝑃ℎ. 𝐷. (𝑁),
Principal,
Himdusthan College of Nursing,
Coimbatore.
Respected Mam,
Sub: requisition expert opinion and suggestion for content validity of
tools – Reg.
We are the B. Sc. Nursing students of Hindusthan College of Nursing,
Coimbatore. Affiliated to The Tamil Nadu Dr. M.G.R. Medical University,
Chennai. As a partial fulfillment of the B. Sc. Nursing program, we are
conducting a study to evaluate, “a study to evaluate the effectiveness of psycho
education regarding learning disabilities on knowledge among primary school
teachers at a selected primary school, Coimbatore”
We kindly request your guidance and valuable suggestion on the content
submitted by us. It would be helpful for us to proceed our desertion.
Thanking you.
Place: Coimbatore Yours faithfully,
Date: B. Sc. (N) year students

90
 VALIDITY OF THE TOOLS FROM EXPERTS
The validity of the tools is gotten from the listed experts:

1. Prof. Mrs. R. Manimozhi, M.Sc.(N), ̅̅̅̅̅̅̅̅̅̅̅̅̅

𝑷𝒉. 𝑫. (𝑵) ,
Principal,
Hindusthan College of Nursing,
Coimbatore

2. Mrs. N. Illakiya, M. Sc. (N),

Associate professor,
Department of Mental Health Nursing,
Karpagam College of Nursing,
Coimbatore.

3. Mr. Dinesh M, M. Sc. (N),

Assistant professor,
Department of mental health nursing,
Little flower college of nursing,
Bangalore.

4. Prof. Mrs. Grace Magdaline, M.Sc.(N), ̅̅̅̅̅̅̅̅̅̅̅̅̅

𝑷𝒉. 𝑫. (𝑵),
HOD of Department of Mental Health Nursing,
Hindusthan College of Nursing,
Coimbatore.

5. Mrs. J. Jaba Saroon, M.Sc.(N), ̅̅̅̅̅̅̅̅̅̅̅̅̅

𝑷𝒉. 𝑫. (𝑵),
Assistant Professor
Department of Mental Health Nursing,
Hindusthan College of Nursing,
Coimbatore.

91
6. Mr. P. Vethadhas, M. Sc. (N),
Assistant professor,
Department of Mental Health Nursing,
Hindusthan College of Nursing,
Coimbatore.

92
 CERTIFICATE OF VALIDATION
This is to certify that the tools submitted by Ms. Kavya | Ms. Madhumitha |
Mr. Michael | Mr. Mohamed Shalim | Mr. Mohammed Raees, IV year B.Sc.
Nursing, Coimbatore, Tamil Nadu (Affiliated to The Tamil Nadu Dr. M.G.R.
Medical University, Chennai) is validated by undersigned and can proceed
with this tool and conduct the desertion entitled “A study to evaluate
effectiveness of psycho education regarding learning disability on knowledge
among primary school teachers at selected school in Coimbatore, Tamil Nadu”.

Place: Prof. Mrs. R. Manimozhi, M.Sc.(N), ̅̅̅̅̅̅̅̅̅̅̅̅̅

𝑃ℎ. 𝐷. (𝑁) ,
Principal,
Date:
Hindusthan College of Nursing,
Coimbatore

93
94
95
96
 CERTIFICATE OF VALIDATION
This is to certify that the tools submitted by Ms. Kavya | Ms. Madhumitha |
Mr. Michael | Mr. Mohamed Shalim | Mr. Mohammed Raees, IV year B.Sc.
Nursing, Coimbatore, Tamil Nadu (Affiliated to The Tamil Nadu Dr. M.G.R.
Medical University, Chennai) is validated by undersigned and can proceed
with this tool and conduct the desertion entitled “A study to evaluate
effectiveness of psycho education regarding learning disability on knowledge
among primary school teachers at selected school in Coimbatore, Tamil Nadu”.

Place: Mrs. J. Jaba Saroon, M.Sc.(N), ̅̅̅̅̅̅̅̅̅̅̅̅̅

𝑃ℎ. 𝐷. (𝑁),
Assistant Professor,
Date:
Department of Mental Health Nursing,
Hindusthan College of Nursing,
Coimbatore.

97
98
 TOOLS USED IN STUDY
SECTION I- DEMOGRAPHIC DATA

1. Name:
2. Age:
a. 20 - 25 years
b. 26 - 30 years
c. 31 - 35 years
d. Above 35 years
3. Gender
a. Male.
b. Female
4. Educational qualifications
a. Teachers training program (Diploma)
b. B. Ed
c. M. Ed
d. Any other specify
5. Years of experience
a. 1-5 years
b. 6-10 years
c. 11-15 years
d. Above 15 years
6. Marital status
a. Married
b. Unmarried
7. Nature of the employment
a. Temporary
b. Permanent

99
8. Do you have child psychology in your course curriculum?
a. Yes
b. No
9. Have you attended any in-service education on learning disability?
a. Yes
b. No
10. Have you got any experience in teaching children with learning disability?
a. Yes
b. No

100
 SECTION II- Questionnaire
1. What is learning disability?
a) A learning disability is a neurological condition which affects the brains
ability to respond to pain
b) Learning disabilities is a fungal infection which causes meningitis.
c) Learning disabilities is a psychotic condition which affect the brain
ability to think, write and read.
d) Learning disability is a condition that produces illusions and
hallucination.
2. What causes learning disability?
a) Environmental circumstance.
b) Illness during and after birth.
c) Traumatic experience.
d) All of the above.
3. What are the signs of learning disability?
a) Poor eye sight could be a sign of learning disability.
b) Significant delay to gab in the development could be a sign of learning
disability.
c) Slow learning could be a sign of learning disability.
d) Short term memory loss.
4. What are the difficulties of pre - schooler with learning disability?
a) Memory impairment.
b) Inability to read a sentence.
c) Pronouncing simple words.
d) All of the above.
5. How is learning disability identified?
a) Child’s poor hearing condition.
b) Aptitude test and behavior observation.
c) Child’s low academic performance.
d) None of these.

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6. What is dysgraphia?
a) Affect learner ability to write coherently.
b) Affects learner ability to perform mathematical calculation.
c) Affects learner ability to communicate.
d) Affects learner ability to memorize.
7. What are the characteristics of a student with attention deficit hyperactivity
disorder would likely to have?
a) Tendency to not sit and do work quietly.
b) Tendency to get distracted easily.
c) Tendency to involve in violent behavior.
d) All of the above.
8. What is the role of a teacher in learning disability?
a) Provide appropriate reading material to the child.
b) Use the visual aids to supplement oral and written information.
c) Provide work as favor to the child.
d) All of the above.
9. What is the most important sign of learning disability?
a) Sleeping during class time.
b) Very low academic performance.
c) Inability to control emotions.
d) Struggling to memorize a poem.
10. What may be the probable cause of mistake in writing the same spelling
repeatedly?
a) Learning disability.
b) Low vision.
c) Tendency to commit mistake in exam.
d) All of the above.
11. How can you identify learning disability in school norms?
a) Difficulty to read, write and to do mathematics.
b) Difficulty to perform daily living activities.
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 c) Frequently falling ill.
d) All of the above.
12. How can you identify a child with dyslexia?
a) Confused by letters, numbers, words.
b) Slow in writing.
c) Poor eye coordination.
d) Difficulty in trusting others.
13. What are the signs to identify a child with dyscalculia?
a) Has difficulty to understand and do math problems.
b) Has difficulty in handling money.
c) Has difficulty in measuring length.
d) All of the above.
14. How can you identify a child with dyspraxia?
a) Has difficulty in doing mathematics.
b) Has a low self-esteem.
c) Poor gross and fine motor.
d) Has difficulty in controlling emotions.
15. What are the signs to identify a child with dysgraphia?
a) Has difficulty to read.
b) Exhibit a strange wrist, hand and paper position.
c) Has difficulty to calculate numbers.
d) Poor attention.
16. What are the signs of attention deficit hyperactivity disorder?
a) Has difficulty to speak.
b) Easily distracted by external stimuli.
c) Failure to maintain personal hygiene.
d) Very strange hand movements.
17. How do you help a child with dyslexia?
a) Provide appropriate reading material for the child's reading level.
b) Provide easy math’s problems
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 c) Provide appropriate play material.
d) Prescribe appropriate medication.
18. What can you do to help a child with dysgraphia?
a) Make the child to do physical exercise frequently.
b) Provide appropriate medicines.
c) Make the child to read the sentence repeatedly
d) Break assignments into smaller chunks
19. How do you help a child with dyspraxia?
a) Select a manipulable hand on material whenever possible.
b) Make the child to do mathematics again and again.
c) Provide appropriate medicines.
d) Help the child with mind relaxation techniques.
20. What can you do to help a child with dyscalculia?
a) Make the child to complete the homework quickly.
b) Give feedback on each mathematics problem immediately.
c) Increase the font size for clear vision.
d) Help the child to improve hand writing.
21. How do you help a child with attention deficit hyperactivity disorder?
a) Break the task into smaller chunks.
b) Use a colorful work sheet to attract and maintain attention.
c) Establish a solid experimental base before testing abstract concept.
d) All the above.
22. Why does a child get depressed due to learning disability?
a) Due to their failure on progress.
b) Being treated badly.
c) Given up by their family, friends and teachers.
d) All of the above.
23. Why does a child easily gets affected mentally?
a) Helping the child with homework.

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 b) Being sympathetic to the child.
c) Helping the child in doing math.
d) Comparing the child performance with other children.
24. How can a teacher play the role as a parent?
a) Encouraging the child to participate in various activities.
b) Providing special classes to the child with learning disability.
c) Taking care of the child’s special needs such as eating, personal hygiene.
d) Assisting the child in improving academic performance.
25. What can you do to help a child with learning disability in education?
a) Provide proper sleep and rest to the child.
b) Separate the child from the group activities.
c) Provide separate classroom for the learning disability child.
d) Helping the child to perform the activity alone with the disability.
26. How should the child with learning disability be considered?
a) Calling the child stupid or idiot
b) Calling the child with nick name
c) Treating the child same as fellow classmates.
d) Making fun of the child.
27. How can a teacher help the newly identified student with learning
disability?
a) Discussing the problem of the child and explaining it to the parents.
b) Providing a comfort zone everywhere to the child.
c) Monitoring the child outside the school.
d) Making the child to take regular medicine.
28. Why does a child with learning disability need help or guidance?
a) To improve their academic performance.
b) To maintain their daily routine.
c) To relieve from the child’s learning difficulty.
d) All the above.

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29. What do you think about learning disability?
a) It is an untreatable psychiatric condition.
b) It is a treatable psychiatric condition.
c) It needs very special medical support to be treated.
d) Only medication can cure it.
30. Who are the major supporters of a child with learning disability?
a) Parents, teachers and peer group.
b) Neighborhood
c) Healthcare workers.
d) Social workers.

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 ANSWER KEY FOR THE QUESTTIONNAIRE

QUESTION CORRECT SCORE

NUMBER OPTION
1. C 1
2. D 1
3. C 1
4. D 1
5. C 1
6. A 1
7. D 1
8. D 1
9. B 1
10. A 1
11. A 1
12. A 1
13. D 1
14. C 1
15. B 1
16. B 1
17. A 1
18. D 1
19. A 1
20. B 1
21. D 1
22. D 1
23. D 1
24. C 1
25. D 1
26. C 1
27. A 1
28. C 1
29. B 1
30. A 1

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 PSYCHO-EDUCATION ON LEARNING DISABILITY AMONG SCHOOL CHILDREN

TOPIC: Learning Disability among primary school children.

TIME: 1 hour.

PLACE: Hindusthan Matriculation and Higher Secondary School, Coimbatore.

AV AIDS: Power Point Presentation.

GROUP: Primary School Teacher.

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GENERAL OBJECTIVE
At the end of the psycho-education the primary school teachers will be able to gain adequate knowledge on
learning disabilities.

SPECIFIC OBJECTIVE
The teacher will be able to:

❖ define learning disabilities

❖ explain the method for identifying child with learning disability
❖ enlist the types of learning disability
❖ enumerate the types of the learning disabilities and their signs and symptoms
❖ describe the teaching strategies
❖ narrate the psychosocial support
❖ explain the things the regular teacher should bear the following in mind
❖ list out the role of peers

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Time Specific Content Teachers Learner Av Evalu
Objective Activity Activity Aid ation

INTRODUCTION
Learning disabilities are life disabilities; They are seen in
children as well as adults. The impairment may be so
subtle that it may go undetected throughout the life. These
disabilities create a gap between the true potential and
day-to-day productivity and performance. The same
learning disabilities that interfere with reading, writing
and arithmetic interfere with cricket, football, getting
dressed, keeping the room tidy and with every aspect of
life. The individual who has difficulty in expressing or
understanding and cannot read, write or do mathematics
within their criterion range as established per school norm
is learning disabled.

DEFINITION
Learning disabilities means a heterogeneous group of
conditions wherein there is a deficit in processing
language, spoken or written, that may manifest itself as a
difficulty to comprehend, speak, read, write, spell or to do
mathematical calculations and includes such conditions as

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perceptual disabilities, dyslexia, dysgraphia and
developmental aphasia.

IDENTIFYING CHILD WITH LEARNING

DISABILITY
Identifying children with a learning disability can be
tricky because it can be confused with a lack of interest in
a school subject. In this lesson, we will look at how
learning disabilities can be identified. How can a parent or
a teacher tell the difference between a child who just
doesn't like school or a particular subject and a child who
has a learning disability? A teacher and a parent can look
at the grades/marks of a child, and if they are failing in an
area, that could be an indication that they may have a
learning disability in that subject.

TYPES OF LEARNING DISABILITY

1. Dyslexia
2. Dysgraphia
3. Dyscalculia
4. Dyspraxia
5. Attention Deficit Hyperactive Disorders

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DYSLEXIA
The term dyslexia, also referred sometimes as reading
retardation, is used to identify children who have severe
difficulty in learning to read. The child may even be two
years behind his/her expected level of reading. This is a
child who has been unable to learn to read through the
regular classroom methods.

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SIGNS AND SYMPTOMS OF DYSLEXIA
● Reads slowly and painfully experiences
decoding errors, especially with the order of
letters
● Has trouble with spelling.
● May have difficulty with handwriting.
● Exhibits difficulty reading known words.
● Has difficulty with written language.
● Spells inconsistently
● Complains of dizziness, headaches or stomach
aches while reading.
● Confused by letters, numbers, words,
sequences, or verbal explanations.
● Reading or writing shows repetitions, additions,
transportations, omissions, substitutions, or
verbal explanations.
● Reads and rereads with little comprehension.

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DYSGRAPHIA
It is a specific learning disability that affects a child’s
handwriting ability and fine motor skills. Dysgraphia
is the inability to write properly, despite a student,
being given adequate time and attention.

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SIGNS AND SYMPTOMS OF DYSGRAPHIA
● May have illegible printing and cursive writing
(despite appropriate time and attention given the
task).
● Shows inconsistence like mixtures of print and
cursive, upper and lower case, or irregular sizes,
shapes or slant of letters.
● Writes unfinished words or letters, omitted
words
● Inconsistent spacing between words and letters.
● Exhibits strange wrist, body or paper position.
● Has difficulty in letter formation.
● Copying or writing is slow.
● Has cramped or unusual grip /may complain of
sore head.
● Has great difficulty thinking and writing at the
same time.

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DYSCALCULIA
Dyscalculia refers specifically to perform operations
in math or arithmetic. It could be described as an
extreme difficulty with numbers. Dyscalculia does not
have the same stigma surrounding it, but it is very
important to recognize it as soon as possible, before it
impacts on a child’s self-esteem.

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SIGNS AND SYMPTOMS OF DYSCALCULIA
● Shows difficulty understanding concepts of
place value, and quantity, number lines, positive
and negative value, carrying and borrowing.
● Has difficulty understanding and doing word
problems.
● Has difficulty sequencing information or events.
● Exhibits difficulty using steps involved in math
operations.
● Shows difficulty understanding fractions.
● Is challenged handling money.
● Displays difficulty recognizing patterns when
adding, subtracting, multiplying, or dividing.
● Has difficulty in using alphabet in math
● Has difficulty understanding concepts related to
time such as days, weeks, months, seasons,
quarters, etc.
● Exhibits difficulty organizing problems on page,
keeping numbers lined up, following through on
long division problems.

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DYSPRAXIA
Dyspraxia is a difficulty with thinking out, planning
and carrying out sensory/motor tasks. It is an
immaturity of the brain resulting in messages not
being properly transmitted to the body. The child with
dyspraxia may have a combination of several
problems in varying degrees.

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SIGNS AND SYMPTOMS OF DYSPRAXIA
● Poor fine and gross motor coordination.
● Motor planning and perception problem.
● Tactile dysfunction.
● Poor awareness of body in space.
● Difficulty with reading, writing and speech.
● Poor social skills.
● Poor sense of direction like findings rooms
across the campus.
● Poorly developed organizational skills.
● Easy tiredness.
● Problems with awareness of time.
● Confusion over handedness.
● Lack of awareness of potential danger.

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ATTENTION DEFICIT HYPERACTIVE
DISORDERS (ADHD)
ADHD constitutes a condition characterized by
inappropriate attention skills, impulsivity and in some
cases hyperactivity. ADHD affect children in all areas
of their lives. At school, they may be extremely
restless and easily distracted. They have trouble
completing work in class, often missing valuable
information because of their undeveloped attention
capacity. They speak aloud out of turn and find
themselves in trouble for their behavior.

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SYMPTOMS OF ADHD

● Often fidgets with hands or feet or squirms in

seat
● Has difficulty remaining seated when required
to do so.
● Is easily distracted by extraneous stimuli.
● Has difficulty awaiting turn in games or group
situations.
● Often blurts out answers to questions before
they have been completed.
● Has difficulty following through on instructions
from others.
● Has difficulty in sustaining attention in teaching
or play activities.
● Often shifts from one uncompleted activity to
another.
● Has difficulty playing quietly.
● Often talks excessively.
● Often interrupts or intrudes on other.
● Do not listen to what is being said.
● Often engages in physically dangerous activities
without considering possible consequences.

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TEACHING STRATEGIES

● Use high-interest curriculum material.

● Check the difficulty level of the reading material
and text-books to make sure it is appropriate for
the child’s reading level.
● A level that is too easy leads to boredom and a
level that is too difficult leads to frustration.
● Select manipulable hands-on material whenever
possible.
● Establish a solid, concrete experimental base
before teaching abstract concepts.
● Demonstrate new information. For example,
combining a visual tactile approach with verbal
information.
● Modify curriculum worksheets so there is less
material on each page.
● Use color-coded worksheets to attach attention
and increase the novelty of the task.
● Break assignments into similar chunks.
● Give feedback on each one immediately.
● Avoid pressures of speed and accuracy.

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PSYCHOSOCIAL SUPPORT
Many parents and teachers of children with learning
disabilities ask what they can do to help them.
Generally, to the first step is try to understand the
child’s difficulties and to consider how these
weaknesses might impact on self-help skills,
communication, discipline, play and independence;
however, above all, focus on the child’s strengths in
order to build self-esteem and to help them become an
integral part of the school and family.

THE REGULAR TEACHER SHOULD BEAR

THE FOLLOWING IN MIND

● Do not let the other children make derogatory

remarks against this child.
● Always check his/her work like that of other
children.
● The teacher should tell very clearly to the
learning disabled what he/she has achieved,
what are the accomplishment and what are the
areas that need improvement

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● Avoid labelling, as the child’s self-perception
may be affected by this.
● Work in collaboration with the family and
resource teachers. The child needs support
from everybody.
● Many children with learning problems may
feel inferior and have a low self-esteem. They
need a lot of encouragement, praise and
support to feel confident about themselves.
● Be sympathetic and avoid harsh comments.
● Do not compare the performance of this child
with other children in the class
● Make sure that the child is not ridiculed or led
to feel down.
● Discuss the problems of the child with the
family.
● The regular teacher should not consider these
children only to the teacher’s responsibility.
They should take care of their special needs as
much as they can in the regular classrooms.

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ROLE OF PEERS

● Encourage the peers to play with the child and

not think him to be lazy, stupid or a trouble
maker.
● Encourage the peers to help this child in
learning.
● It is very important that peers do not call this
child stupid or idiot. As they might already be
aware of their problem, such comments would
further create psychological problems in them.
● Techniques like peer tutoring, small group
instruction or cooperative learning help all
children learn to live, learn and relate to each
other in a positive manner.
● Give this child a buddy who is good in academic
skills.
● Peer should not compare the performance of this
child with that of others in the classroom.

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CONCLUSION
Children with learning disabilities and disorders can
learn strategies for coping with their disabilities.
Getting help earlier increases the likelihood for
success in school and later in life. Hence, teachers
should work to help a child learn skills by building on
the child’s strengths and developing ways to
compensate for the child weaknesses.
Interventions may vary depending on the nature and
extent of the disability. It is hoped that this psycho-
education be a step forward in the direction of helping
the teachers to identity, deal and manage children with
learning disabilities

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POWER POINT PRESENTATION ON LEARNING DISABILITY
AMONG CHILDREN

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PRE-TEST PHOTOGRAPHS

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