International Journal of Humanities and Social Science

ISSN 2220-8488 (Print), 2221-0989 (Online) 10.30845/ijhss

General and Special Teachers’ Perception of Learning Disabilities
Ismat Bano, Dr. Ashiq Hussain Dogar, Muhammad Azeem

This study was an effort to bring out a clear view of concept of learning disabilities by involving the educationists in the process. In simple words it can be said that learning difficulties refer to deficits in specific skill areas in comparison to expected levels of performance. The deficient skill areas involve basic academic subjects thought in expressive and receptive oral language. They are children who can’t learn by ordinary method of instruction but are not exceptional. Academic learning may not be the conditions significantly inhibit the process of learning to read, spell, write or compute arithmetically. These abilities show up children are in school and performing well below their academic potential. Main objectives of the study were: to investigate teacher’s perception of what constitute learning disabilities and what educational implications they have and to determine if there was a difference in general education teachers and special education teacher’s perception of disabilities. Ten null hypotheses were framed to investigate the perception of teachers about different aspects of learning disabilities. A sample of 300 teachers from special education public sector, 300 teachers from general education was the selected community. A five point likert type questionnaire was developed to investigate the perception about the learning disabilities. After piloting the final reliability of the instrument was 0.8143. Main findings showed that the concept of learning disabilities is perceived differently by the teachers of general education and that of special education. Teachers of special education had better perception of learning disabilities in children. In the same way special education teachers had better perception of characteristics of children with learning disabilities.

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