Awareness of developmental coordination disorder among primary school teachers in Nagpur region – An observational study

Abstract: BACKGROUND: Developmental coordination disorder (DCD) is a neurodevelopmental condition that affects motor coordination, leading to difficulties in academic performance, social interaction, and daily living activities. Despite its prevalence, awareness of DCD remains limited, particularly among educators who play a crucial role in early identification. Teachers, through their close interactions with students, are well-positioned to observe signs of DCD, but a lack of knowledge about the condition and its screening tools often hinders early detection. This study addresses the critical need to assess awareness of DCD among primary school teachers, especially in the Indian context, where data and resources on neurodevelopmental disorders are sparse. OBJECTIVE: This study aimed to assess the awareness of DCD among primary school teachers in urban-based English medium schools in Nagpur, India and to evaluate their familiarity with screening tools like the DCD Checklist and DCDQ7. MATERIALS AND METHODS: A descriptive observational study was conducted using a self-structured questionnaire distributed to 100 teachers from seven randomly selected English medium schools. Sample size was driven through a 99% confidence interval with 805 power analysis. The survey captured demographic data, teaching experience, and awareness of DCD and its screening tools. Data were analyzed to determine the level of awareness and the need for interventions. RESULTS: Of the 100 teachers surveyed, 87% were unaware of the term DCD, and only 13% had some knowledge of the condition. Among those aware, the primary sources of information included colleagues (30.76%), education (23.08%), the Internet (23.08%), and newspapers (23.08%). Only 19% of participants felt the need to refer children with suspected DCD to medical professionals. Furthermore, 95% of participants were unfamiliar with screening tools such as the DCD Checklist, and only 4% had encountered diagnosed cases of DCD in their teaching experience. DISCUSSION: The findings revealed a significant lack of awareness about DCD among primary school teachers, potentially leading to underdiagnosis and delayed interventions. Teachers’ proximity to students positions them as key stakeholders in early identification, but the lack of training and resources limits their ability to support affected children effectively. CONCLUSION: There is an urgent need for awareness campaigns and training programs for teachers on neurodevelopmental disorders like DCD. Equipping educators with knowledge and screening tools can facilitate early identification and referrals, improving outcomes for children with DCD.