Gender and Regional Differences in Dyslexia Awareness among Primary School Teachers: A Punjab Survey
DOI:
https://doi.org/10.55737/tk/2k25a.41154Keywords:
Dyslexia, Teacher Awareness, Primary School Teachers, Gender Differences, Regional Variations, Union Council, Rural and Urban, Inclusive Education, PunjabAbstract
Dyslexia is one of the most common learning disorders that negatively influences the activities of reading, writing, and spelling, thus possibly worsening the performance of students and their self-image. Teachers take a pivotal role in the early detection and management of students with dyslexia; however, a significant number of teachers in Pakistan at the primary school level lack awareness and training, and therefore have limited opportunities to effectively deal with students with dyslexia. The current research examines the awareness regarding dyslexia among primary school teachers in Punjab province, with special focus on differences that are due to gender as well as rural and urban union councils. With the quantitative survey design, a structured questionnaire was given to a stratified random sample of teachers. The statistics used were descriptive statistics and independent sample t-tests to study the general level of awareness and group variations. The outcomes are expected to shed light on the differences in awareness by gender and region, and thus, help bring empirical information to the development of specific teacher training programs, professional development, and inclusion education policy. The study will help teachers improve their teaching methods to effectively include students with dyslexia in Punjab, Pakistan, by identifying gaps in knowledge and awareness across the province.
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