Mathematical modelling of school teacher’s knowledge and beliefs about dyslexia

Sangeeta Singh Hada; Neha Vats

doi:10.53730/ijhs.v6nS2.7970

Authors

Sangeeta Singh Hada School of Education, Lovely Professional University, Phagwara, Punjab
Neha Vats
vatsneha477@gmail.com
School of Education, Lovely Professional University, Phagwara, Punjab

Keywords:

dyslexia, dyslexia screening, early detection dyslexia, teacher's perception, dyslexic students

Abstract

Teacher’s role is very important for early identification and inclusion of dyslexic children in mainstream school. Lack of early identification and wrong perceptions of teachers regarding dyslexia may adversely affect the academic growth of dyslexic. The study primarily aimed at giving mathematical model of schoolteacher’s perception of dyslexia in Himachal Pradesh. Schoolteachers of Himachal Pradesh online filled Dyslexia Belief Index developed by Weddington and Wadlington (2005). Among 142 respondents, 45.1% teachers had moderate perception towards dyslexic students, 31% had low perception while 23.9% teachers had high perception towards dyslexic students. Teachers from Arts background, Gender (Male) and, having age between 36 and 40 and teaching experience of less than 5 years remained significant predictor for perception towards dyslexic students. Males were more likely to be at a higher on perception level towards dyslexic students (OR = 4.883, 95% CI 1.728–13.795). Teachers who are the head of the institute are more likely to have high perception towards dyslexic students (OR = 1.212, 95% CI .089–16.566) as compared to teachers who are PGT, TGT and primary teachers.

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