Introduction: Learning disabilities are not a single disorder, but include disabilities in any of the components that include: reading disabilities (dyslexia), writing disabilities (dysgraphia) and mathematical disabilities (dyscalculia). Teachers play a vital role in identification and management of learning disabilities. Aim: To assess the effectiveness of Structured teaching programme on knowledge regarding learning disabilities of children among primary school teachers. Material and Methods: A quantitative research approach, quasi experimental research in which non randomized control group design was used to conduct this research study. Total 60 primary school teachers i.e. 30 in experimental group and 30 in control group were selected by non probability convenience sampling technique from selected schools of district Sri Muktsar Sahib, Punjab. Data was collected using structured knowledge questionnaire. Results: The study results depicted that in the control group, pretest knowledge score was 11.4 and posttest knowledge score was 11.9. The difference between pretest and posttest knowledge score was found statistically non significant. In experimental group, pretest knowledge score was 11.43 and posttest knowledge score was 20.36. Statistically significant difference in the mean pre test and post test knowledge of primary school teachers regarding learning disabilities of children was found in the experimental group. Conclusion: This study concluded that structured teaching programme was effective in improving the knowledge of primary school teachers.
Key words: Effectiveness, structured teaching programme, knowledge, primary school teachers.

Corresponding Author: Payel Bose, Lecturer, Desh Bhagat College of Nursing, Mandi Gobindgarh, Punjab, India
This article may be cited as: Bose P, Tak G, Bansal SC. Effectiveness of structured teaching programme on knowledge regarding learning disabilities of children among the primary school teachers in selected schools of district Sri Muktsar Sahib, Punjab. Int J Res Health Allied Sci 2017;3(4):58-62.