Aliya Sibtain.
Training teacher's in early indentation and management of specific learning difficulties (SPLD) in mainstream Pakistani school.
J Pak Psych Soc Jan ;10(2):72-6.

Objective: To develop and evaluate a school based teachers training intervention for early identification and management of pupils with Specific Learning Difficulties (SpLD). Design: Pre and post comparative study Place and Duration of study: Primary school teachers working at one private school in Karachi between 2011-2012. Subjects and Methods: A five-day (10 hours) workshop was designed for primary school teachers. The outcome of the training intervention was measured with survey questionnaire and case vignettes completed by the teacher's pre and post training programme. Data were analyzed using both qualitative and quantitative methods. 20 primary school teachers participated in the training programme. Results: The t-test analysis suggested a significant difference (t=5.311. df= 19, P=0.000) between the mean scores in the pre and post training scores. Higher mean scores for recognition of learning difficulties was noted after the training programme. The findings of the survey questionnaire were supported by the qualitative analysis of the cases vignettes, which also provided a clearly description of improvement in teachers attitude and teaching approach towards child with SpLD after the training programme.

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