Learning disabilities (LDs) are a group of neurologically-based disorders that significantly affect a person’s ability to learn, understand, and process information. These disabilities are not indicative of intelligence levels but rather reflect differences in how the brain processes information. In the context of education, especially in inclusive classrooms, it becomes imperative for educators to recognize, understand, and respond to the diverse needs of learners with LDs. This research study aims to assess the level of awareness regarding learning disabilities among M.Ed. (Master of Education) students, who represent future educators, administrators, and curriculum planners. A sample of 51 M. Ed students from various teacher training institutions was selected using stratified random sampling. Data was collected through a standardized awareness scale and analysed using descriptive and inferential statistics. The results reveal that while students possess a moderate level of awareness, there are significant gaps in specific areas such as identification strategies, intervention techniques, and understanding of inclusive practices. The study further indicates that prior exposure to inclusive education has a positive impact on awareness levels. These findings emphasize the urgent need to integrate special education and disability awareness modules into the M. Ed curriculum to ensure better preparedness of educators for inclusive education.
Ismail Thamarasseri (Sun,) studied this question.