Awareness of Mainstream Elementary Level Teachers About Learning Difficulties Among Their Students in Mainstream Classrooms

Farrukh Kamran, Ayesha Afzal, Saadia Khan, Shahid Rafiq


Awareness of mainstream elementary level teacher regarding learning difficulty (LD) is very crucial to identify and deal with students having LD at an early stage. Subsequently, there are insufficient studies that investigate the mainstream teacher’s awareness of LD in Pakistan. Therefore, the focus of the current study is to measure the level of awareness of mainstream elementary school teachers about learning difficulty, and the influence of variables i.e. gender, age, educational qualification, working experience of teachers, private and public sector schools on the awareness of LD. The design of the study was descriptive in nature. The population comprised of two hundred mainstream teachers of public and private elementary level schools (6th grade, 7th grade, and 8th grade) of Rawalpindi and Islamabad, Pakistan. Selection of sample for the study was based on the stratified random sampling technique and data was collected by self-developed questionnaires. After statistical analysis, it was established that majority of respondents (73.5%) have a low level of awareness about LD. Appropriate professional training, at different levels and durations, can be provided to teachers in the direction of building capacity of teachers’ instructional practices to deal with and facilitate students having a learning difficulty.

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