Comprehensive Remedial Approaches and Strategic Instructional Interventions Targeting Learning Disabilities at the Primary Education Level

Abstract

This research examines the impact of overall remedial efforts and planned teaching interventions in the rectification of learning disabilities at the elementary level. Based on a quantitative descriptive research approach, 340 teachers at the elementary level were measured with a valid and reliable self-conceived questionnaire. Descriptive as well as inferential statistical analysis identified that teachers in general had positive attitudes towards the interventions, i.e., early identification, individualized instruction, multi-sensory strategies, and assistive aids. Additionally, it was found that teachers' perception differed significantly by designation, posting location, age, qualifications, and experience, and with better perceptions reported by older, rural, and experienced staff. These differences indicate the effects of demographic and setting factors on teachers' ratings of intervention effectiveness. The research concludes that although good practices are already being followed, there is a requirement of resource distribution on an equitable basis and continuous professional development to authenticate that the same is implemented in every education setting uniformly. The results are useful to further develop inclusive education by providing policy guidance for the benefit of learners with disabilities.