An Assessment of Effectiveness of Self-Instructional Module on Knowledge on Early Identification and Management of Learning Impairments of School Going Children among School Teachers of Selected Schools of Bhopal City Madhya Pradesh: A Descriptive Study

Abstract

Background & Objectives: Teachers are crucial in promoting health and preventing illness. To effectively enhance their efforts, teachers must possess the necessary knowledge to assess learning disabilities in school-aged children. Their primary responsibility is to identify these issues early, allowing for timely interventions and preventive measures. A descriptive study was conducted to evaluate the effectiveness of a self-instructional module in enhancing knowledge regarding the early identification and management of learning impairments in school-aged children among school teachers of selected schools of Bhopal City, Madhya Pradesh. Methods: In this study, a quantitative research approach with a descriptive design was employed, incorporating a self-instructional module as the primary Tool. The participants were selected using a non-probability convenience sampling method, ensuring a practical and accessible sample for the investigation. A standardized tool, the Learning Disability Checklist from the National Centre for Learning Disabilities, was utilized to assess knowledge. Conclusion: The findings from the post-test evaluation indicated that 26.7% of teachers demonstrated insufficient knowledge, 50% displayed moderate knowledge, and 23.3% had a satisfactory level of expertise. These results imply that the self-instructional module effectively enhanced teachers' awareness and competence in identifying and addressing learning disabilities in school-aged children.