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@article{169527,
        author = {GANESH C HUNASHYAL and BALARAMA V R},
        title = {A study to assess the effectiveness of structured teaching programme on knowledge of teacher trainees regarding specific learning disabilities among children in selected teachers’ training institute, Bangalore},
        journal = {International Journal of Innovative Research in Technology},
        year = {2024},
        volume = {11},
        number = {6},
        pages = {1734-1742},
        issn = {2349-6002},
        url = {https://ijirt.org/article?manuscript=169527},
        abstract = {BACKGROUND OF STUDY: Nearly 4 million school-age children have learning disabilities, 7.7% of children have ever been told they had learning disability. Prevalence of reading disability is conservatively estimated to range between 4 percent and 10 percent in general among school-aged population in the United States. In India, prevalence estimates of learning disability ranges from 9-39% and the incidence of dyslexia in primary school children has been reported to be 2-18%, of dysgraphia 14%, and of dyscalculia 5.5%. METHEDOLOGY: One group pre test post test quasi experimental design was used. Non probability convenient sampling technique was used to select the sample that is 60 Teacher trainees at Sri Lakshmi Devi teachers training institute, Sunkadkatte, Bangalore. The tool used is structured questionnaire to collect data through structured interview schedule. RESULT: The result of the study revealed that majority of teacher trainees 49(81.67%) had inadequate level of  knowledge about specific learning disabilities among children whereas 11(18.33%) of teacher trainees had moderate level of  knowledge and none of teacher trainees had adequate level of knowledge regarding specific learning disabilities among children before the administration of structured teaching programme. However, after administration of structured teaching programme on specific learning disabilities among children, majority of teacher trainees 44(73.33%) had adequate knowledge about specific learning disabilities among children whereas 16(26.67%) of teacher trainees had moderate level of knowledge and none of the teacher trainees had inadequate knowledge regarding specific learning disabilities among children. The difference between pre test knowledge and post test knowledge score of teacher trainees regarding specific learning disabilities among children was 35.33% (81.93-46.60%) so the significance difference in knowledge score was due to structured teaching programme. The net benefit of structured teaching programme was 35.33%. CONCLSION: The findings of this study supports the need for schools and teacher training institute to conduct education and training programme for teacher and teacher trainees on specific learning disabilities among children.},
        keywords = {Specific learning disabilities, teacher trainees},
        month = {November},
        }