Authors:
Kanika Singh, Suman Vashist, Joseph Jeganathan, Anwar Khan, Khail A. Saleh, Karthika Devi Mariappan

Addresses:
Department of Mental Health Nursing, Institute of Medical Science and Research (PG), Dehradun, Uttarakhand, India. Department of Mental Health Nursing, School of Nursing and Paramedical Sciences, Dev Bhoomi Uttarakhand University, Dehradun, Uttarakhand, India. Department of Nursing, College of Health and Sport Sciences, University of Bahrain, Manama, Kingdom of Bahrain. Department of MCH, College of Nursing, University of Hail, Hail, Saudi Arabia. Department of Medical Surgical, College of Nursing, University of Hail, Hail, Saudi Arabia. Department of Nursing, Sri Ramachandra Institute of Higher Education and Research, Chennai, Tamil Nadu, India.

Abstract:

Writing, reading, and spelling are greatly affected by dyslexia.  Phonological processing issues make it hard to read, understand, and recognize common sight words.  This study used descriptive research.  Purposive sampling was used to choose 60 primary school teachers from the chosen Haridwar schools to test their Awareness and Perception.  A sociodemographic profile, dyslexia questionnaire, and self-structured 3-point Likert scale were used to collect data. The study findings revealed that 36.7% of teachers exhibited a below-average level of awareness, with a mean score of 15.93±5.97. However, it is noteworthy that a significant majority, accounting for 56.7% of teachers, display a negative perception towards dyslexia. The mean attitude score was 38.98±9.67. The study revealed significant associations between perception and the following sociodemographic variables: sex (p-value < 0.004), teaching experience (p-value < 0.031), source of information regarding dyslexia (p-value < 0.047), and professional qualification (p-value < 0.001). This study reveals that a substantial proportion of primary school teachers in the selected schools possess an average level of awareness about dyslexia. This suggests room for improvement in equipping teachers with a deeper understanding of dyslexia, its characteristics, and effective teaching strategies tailored to the needs of students with dyslexia.

Keywords: Awareness and Dyslexia; Primary School Teachers; Chronic Illnesses; Learning Disorders; Psychosocial Challenges; Sociodemographic Variables; Support Services; Quality of Education.

Received on: 09/05/2024, Revised on: 17/07/2024, Accepted on: 28/08/2024, Published on: 09/12/2024

DOI: 10.69888/FTSTL.2024.000343

FMDB Transactions on Sustainable Techno Learning, 2024 Vol. 2 No. 4, Pages: 182-193

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