Teachers’ Perceptions towards Barriers Affecting Academic Performance of Students with Specific Learning Disability in Inclusive Schools

Abstract

Specific Learning Disability is a disorder in which a child has deficits in listening, thinking, speaking, writing, spelling, or performing mathematical calculations. This study aims to assess teachers’ perceptions of the barriers affecting the academic performance of students with Specific Learning Disability. In the present study, a purposive sampling method was employed to gather information, with a sample consisting of 30 government school teachers and 30 private school teachers from inclusive schools in the Delhi-NCR region. A structured, self-developed close-ended questionnaire was used for data collection. Quality education is a critical component of child development and a means of self-empowerment, independence, and social integration. Children with Specific Learning Disabilities are no exception; they also deserve equal educational opportunities like other children. The inclusion of all children within the classroom has introduced many new challenges for teachers. Many general education teachers lack the necessary skills and knowledge to effectively support children with Specific Learning Disabilities. The challenges faced by teachers that affect the academic performance of children with Specific Learning Disabilities include teachers’ qualifications, experience, knowledge, and skills. It is suggested that teachers play a significant role in enhancing learning and developing effective teaching and learning strategies that contribute to equity and engagement for children with special needs.