WORLD JOURNAL OF ADVANCE
HEALTHCARE RESEARCH

( An ISO 9001:2015 Certified International Journal )

An International Peer Review Journal for Medical Science and Pharma Professionals
World Journal of Advance Healthcare Research (WJAHR) has indexed with various reputed international bodies like : Google Scholar , Index Copernicus , SOCOLAR, China , Research Bible, Fuchu, Tokyo. JAPAN , Cosmos Impact Factor , Scientific Indexing Services (SIS) , UDLedge Science Citation Index , International Impact Factor Services , International Society for Research Activity (ISRA) Journal Impact Factor (JIF) , IFSIJ Measure of Journal Quality , Scientific Journal Impact Factor (SJIF) , International Scientific Indexing, UAE (ISI) (Under Process) , International Impact Factor Services (IIFS) , Web of Science Group (Under Process) , Directory of Research Journals Indexing , Scholar Article Journal Index (SAJI) , International Scientific Indexing ( ISI ) , 

ISSN 2457-0400

Impact Factor  :  5.464

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  • 6th International Conference on Human and Soci

    Venue:FCT Education Resource Center, Abuja- Nigeria                                        September 22-24, 2019

  • WJAHR New Impact Factor

    Its our Pleasure to Inform you that WJAHR Impact Factor has been increased from  4.897 to 5.464 due to high quality Publication at International Level

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    6th INTERNATIONAL CONFERENCE ON EDUCATIONAL TECHNOLOGY AND CURRICULUM STUDIES(ICETC2019) 

     

    Venue: FCT Education Resource Center, Abuja-Nigeria

    September 22-24, 2019

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    JUNE 2022 Issue has been successfully launched on 1 June 2022

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Best Paper Awards

World Journal of Advance Healthcare Research (WJAHR)Honored the authors with best paper award, monthly based on the innovation of research work. Best paper will be selected by our expert panel.

Best Article of current issue

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Indexing

Abstract

KNOWLEDGE OF PRIMARY SCHOOL TEACHERS REGARDING LEARNING DISABILITIES IN CHILDREN

Rafia Islam*, Sona Saji and Sona Elizabeth Raju

ABSTRACT

Background of the study: Learning disorders are caused by genetic and/or neurological factors that disrupt one or more cognitive processes associated to learning via altering brain functioning. These processing issues might make it difficult to master basic abilities like reading, writing, and math. Purpose: The study is intended to assess the knowledge of primary school teachers regarding learning disabilities in children. Methods: The descriptive study used convenient sampling to identify 90 primary school teachers' understanding of learning impairments in children. TOOL 1: Structured questionnaire to assess the socio demographic variables. It includes questions related to age, gender, educational qualification, year of experience, previous exposure to children with learning disabilities. TOOL 2: TOOL 2: Structured knowledge questionnaire to assess knowledge regarding learning disabilities. It consists of 30 questions. After receiving ethical approval from the Institution's Institutional Review Board. The subjects gave their informed consent after being informed about the study as well as how the data would be used. Data was collected using Google forms, and descriptive and inferential statistics were used to analyse it. Results: The result showed that, 29 (32.2%) of teachers had insufficient knowledge, 54 (60%) of teachers had moderately adequate knowledge, and 7 (7.77%) of teachers had adequate understanding about learning difficulties in children. Conclusion: Teachers have a significant role in early detection of learning problems in schoolchildren. Children with learning disabilities should be assisted at an early age and given appropriate instruction and support. Teachers must be made aware of these children's issues and build a positive approach toward them.

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