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Assessing Knowledge and Attitude of Primary School Teachers towards Learning Disability among Primary School Children– A Cross Sectional Study

Rakhi Chandel, Justa Jyoti Kujur, Ratna Tadi

Abstract


In school year 2018–19, a higher percentage of students ages 3–21 received special education services under IDEA (Individuals with Disabilities Education Act) for specific learning disabilities than for any other type of disability. Teacher plays a vital role in child education. In the perspective of students with learning disabilities, teacher assess their students to gathering information in order both to identify the strengths of the student, and to decide what special educational support, if any, the student needs. Teachers know that all students do not have same capacity to acquire in the same way, so they try to let them understand in their particular way.

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References


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