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<p>Learning disabilities (LDs) are neurodevelopmental conditions that impair academic and functional skills in children. Early identification and timely referral are critical for effective management. Teachers, as primary observers of academic challenges, play a pivotal role in initiating interventions. However, their awareness of the roles of otorhinolaryngologists and speech-language pathologists in addressing LDs remains insufficiently explored. This study aimed to assess teachers’ awareness of referral pathways, specifically the roles of otorhinolaryngologists and speech-language pathologists, in the management of children with learning difficulties. This cross-sectional descriptive study was conducted over three months in 10 randomly selected public and private primary schools in Chengalpattu district, Tamil Nadu. A total of 106 primary school teachers with at least one year of experience participated. Data were collected using a pre-tested structured questionnaire. Awareness levels regarding LDs and referral practices were analyzed using descriptive statistics and chi-square tests. The mean age of participants was 34.28 ± 4.69 years, with a majority being female (68.87%, <i>n</i> = 73). Awareness of dyslexia (76.42%, <i>n</i> = 81) and ADHD (74.53%, <i>n</i> = 79) was high, but was lower for dyscalculia (31.13%, <i>n</i> = 33) and dysgraphia (50.94%, <i>n</i> = 54). While 77.36% (<i>n</i> = 82) did not consider referral to a psychologist alone sufficient, only 23.58% (<i>n</i> = 25) recognized the need to involve ENT and speech-language specialists. Among those, 88% (<i>n</i> = 22) supported a multidisciplinary referral approach. Teachers exposed to RBSK screenings showed significantly higher awareness (80% vs. 20%; <i>p</i> = 0.0217). Although teachers exhibited baseline awareness of LDs, their understanding of appropriate referral to otorhinolaryngologists and speech-language pathologists was limited. Teachers who had observed or participated in RBSK screening activities demonstrated higher awareness regarding referral pathways. Integrating interprofessional training into teacher education is recommended to improve early identification and management of LDs.</p>

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Exploring Teacher’s Awareness Regarding the Roles of Otorhinolaryngologist and Speech and Language Pathologist in Addressing Learning Disabilities Among Primary School Children: A Cross- Sectional Study in Chengalpattu District, Tamil Nadu, India

  • 期刊论文

  • 发表日期：

    2026年7月23日

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  • R. B. Namasivaya Navin,
  • S. Vijayalakshmi,
  • S. Prabakaran,
  • K. Gowthame,
  • D. Balaji,
  • B. Sarath Kumar

摘要

Learning disabilities (LDs) are neurodevelopmental conditions that impair academic and functional skills in children. Early identification and timely referral are critical for effective management. Teachers, as primary observers of academic challenges, play a pivotal role in initiating interventions. However, their awareness of the roles of otorhinolaryngologists and speech-language pathologists in addressing LDs remains insufficiently explored. This study aimed to assess teachers’ awareness of referral pathways, specifically the roles of otorhinolaryngologists and speech-language pathologists, in the management of children with learning difficulties. This cross-sectional descriptive study was conducted over three months in 10 randomly selected public and private primary schools in Chengalpattu district, Tamil Nadu. A total of 106 primary school teachers with at least one year of experience participated. Data were collected using a pre-tested structured questionnaire. Awareness levels regarding LDs and referral practices were analyzed using descriptive statistics and chi-square tests. The mean age of participants was 34.28 ± 4.69 years, with a majority being female (68.87%, n = 73). Awareness of dyslexia (76.42%, n = 81) and ADHD (74.53%, n = 79) was high, but was lower for dyscalculia (31.13%, n = 33) and dysgraphia (50.94%, n = 54). While 77.36% (n = 82) did not consider referral to a psychologist alone sufficient, only 23.58% (n = 25) recognized the need to involve ENT and speech-language specialists. Among those, 88% (n = 22) supported a multidisciplinary referral approach. Teachers exposed to RBSK screenings showed significantly higher awareness (80% vs. 20%; p = 0.0217). Although teachers exhibited baseline awareness of LDs, their understanding of appropriate referral to otorhinolaryngologists and speech-language pathologists was limited. Teachers who had observed or participated in RBSK screening activities demonstrated higher awareness regarding referral pathways. Integrating interprofessional training into teacher education is recommended to improve early identification and management of LDs.