Awareness, Knowledge, and Attitude of Teachers towards Specific Learning Difficulties
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A B S T R A C T
Millions of students globally experience Specific Learning Difficulties (SLDs) such as dyslexia, dyscalculia, and dysgraphia, which represent significant educational challenges. The role of teachers is fundamental in identifying and providing assistance to students experiencing learning difficulties. The study examined the level of awareness and knowledge of secondary school teachers regarding SLDs and explored whether sex, educational qualification, and years of teaching experience influence their attitudes toward these students. With five hypotheses guiding the study, the study employed a descriptive survey design with 125 teachers who were randomly selected using a stratified sampling technique. A structured questionnaire, which assessed awareness, knowledge, and attitudes regarding dyslexia, dyscalculia, and dysgraphia, was used to obtain data. Validity was ensured using expert judgement and empirical evidence from factor analysis. Cronbach’s alpha was used to obtain reliability coefficients of .973,.950, and .849 for the three sections of the scale, respectively, while a coefficient of .975 was obtained for the scale as a whole. Data were analyzed using mean, standard deviation, t-test, and one-way ANOVA. The research reveals that there were statistically significant differences in teachers’ levels of awareness and knowledge of SLDs. However, sex, educational qualification, and years of teaching experience did not significantly influence teachers’ attitudes toward students with SLDs. The findings highlight the need for continued professional development to strengthen teachers’ understanding of learning difficulties and enhance the support provided to students in secondary schools.