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VOL. 7, ISSUE 3 (2025)
Perceptions and challenges faced by primary school teachers in identifying and referring children with learning disabilities: a qualitative study
Authors
Praveen Kumar KR, Dr. Jassica Josline
Abstract
Teachers in government schools play a pivotal role in identifying and
addressing the diverse learning needs of students, including those with
learning disabilities. However, limited exposure to specialized training in
this area often hinders their ability to effectively recognize and respond to
such challenges in the classroom. This paper examines the conceptual
effectiveness of ongoing in-service training as a sustainable approach to
enhance and retain knowledge related to learning disabilities among government
school teachers. Anchored in the context of nursing and allied health
education, the study highlights how structured, continuous professional
development programs can act as catalysts in fostering a deeper understanding
of learning disabilities—such as dyslexia, dysgraphia, and ADHD—thereby
promoting inclusive education practices. Emphasis is placed on the pedagogical
design of training modules, adult learning principles, reinforcement
strategies, and interdisciplinary collaboration between nursing professionals
and educators. The paper discusses the role of nurse educators and school
health personnel in training delivery and mentoring, thus extending the scope
of nursing beyond clinical boundaries into educational empowerment.
Furthermore, it examines the cognitive and behavioral aspects of sustained
knowledge retention, exploring how repetition, interactive learning, case-based
discussions, and feedback mechanisms reinforce long-term comprehension. By
critically analyzing existing literature, policy frameworks, and conceptual
models, this study underscores the importance of institutional commitment,
supportive learning environments, and periodic reinforcement in ensuring the
longevity of knowledge gained through training. This non-empirical, conceptual
research contributes to the discourse on inclusive education and underscores
the interdisciplinary synergy between nursing education and school systems in
enhancing teacher competency and student well-being
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Pages:1-7
How to cite this article:
Praveen Kumar KR, Dr. Jassica Josline "Perceptions and challenges faced by primary school teachers in identifying and referring children with learning disabilities: a qualitative study". International Journal of Nursing and Health Research, Vol 7, Issue 3, 2025, Pages 1-7
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