Factors Influencing Learning of Children with Specific Learning Disabilities: Exploring the Experience of Teachers

Abstract

In 21st century India, classrooms stand as welcoming spaces that champion Equitable and Inclusive Education for all children. Legislation and policies have paved the way for learners from diverse backgrounds to join in learning together, creating an environment where children of all abilities, including those with disabilities, are embraced. However, existing literature reveals that despite this inclusive framework, there exist various factors that hinder the learning process for children with Specific Learning Disabilities (SLD). The central aim of this study is to identify the factors that impact the learning journey of children with SLD within the educational landscape of Odisha. Employing a descriptive survey approach and focusing on elementary school teachers as the study's population, insights were gathered through a custom-designed tool that captured the experiences of teachers working with these students. The findings underscore several crucial factors that influence the learning experience of children with specific learning disabilities. These include the lack of awareness surrounding SLD, the attitudes and perceptions of peers, parents, and educators, the educational background of both parents and teachers, the structure of the curriculum, the absence of suitable teaching and learning materials, the overall school environment, and community engagement. In light of these discoveries, this paper puts forward recommendations for teachers, parents, policymakers, organizations, and other stakeholders. By addressing these factors, the education system can create a more conducive and empowering learning environment for children with specific learning disabilities, fostering their growth and development in a truly inclusive setting.