The present study has been conducted to investigate the role of teachers of children with learning disabilities in educational process of primary schools in Indian context. Study includes the 100 students will select for this study from primary school in Aurangabad District. The stratified randomize sample taken into consideration for the study consisted of 100 Students. The efforts will be made to have the sample as representative as possible in terms of area of living. Here researcher was taken Low academic achievements students’ selection. To assess the IQ of the Students the Standard Progressive Matrices by J Raven J C Raven and J H Court and NIMHANS Index for Specific Learning Disabilities Format. Proposed statistical procedure is descriptive statistics i.e. Mean, S.D, will be computed and ‘t’ test. Conclusion in this study on the basis of data and discussion of results, the hypotheses were tested and verified. Learning disabilities of students tends to show reduced by teachers’ guidance and counseling.

Keywords: Learning disabilities, Students teachers’ guidance and counseling

INTRODUCTION

Learning disabilities are one of the important issues in primary care in India. India is thought to have approximately ninety million people with varying degrees of learning disabilities and an average class in schools has about five students with learning disabilities out of 55 children in the class. Learning disability refers to a heterogeneous group of disorders manifested by specific and persistent difficulties in the acquisition and use of efficient reading, writing or mathematical abilities despite conventional instructions, intact senses, normal intelligence and proper motivation and adequate socio-cultural opportunities. Learning disabilities are diagnosed when the individual’s achievement on individually administered, standardized tests in reading, mathematics, or written expression is substantially below that expected for age, schooling, and level of intelligence (DSM-IV).

In India, prevalence of learning disabilities of various types was reported to be 3-10 per cent among the student population. In our country, many classroom teachers in regular mainstream schools have limited knowledge of Specific Learning Disability. Since teachers have the task of identifying students’ difficulties, their knowledge of learning disabilities and understanding of their students influence the provision of support. In one report, administrators from at least five cities stated that education and professional development for teachers was necessary because many teachers were unsure if their student’s disabilities.

The present study has been conducted to investigate the role of teachers of children with learning disabilities in educational process of primary schools in Indian context.

REVIEW OF LITERATURE

Poorna Shukla and Gaurav Agrawal (2015)

This study attempts to investigate the knowledge and awareness of learning disabilities among teachers of primary schools. Learning disabilities are very big challenge for schools and teachers. If the learning disabilities are ignored, unnoticed and unanswered such children’s needs are not met in regular classrooms or special education within the school; we cannot fulfill the aim of universalization of elementary education and equalization of educational opportunity. The aim of the study to assess the level of and awareness of LD among teachers of primary schools. In this explorative research 68 primary school teachers in 15 schools were selected based on lottery method in Haridwar region. The study found the low level of knowledge and awareness about learning disabilities among teachers of primary schools [1].

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