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VOL. 11, ISSUE 4 (2025)
Effectiveness of ongoing in-service training on sustained knowledge retention about learning disabilities among government school teachers
Authors
Praveen Kumar KR, Dr. Jassica Josline
Abstract
The increasing prevalence of learning disabilities among school-aged
children necessitates a well-informed teaching workforce capable of early
identification and appropriate classroom-based interventions. Government school
teachers, who often serve as the first point of contact for children with
learning challenges, require sustained and updated knowledge to address the
complex needs of students with learning disabilities effectively. This
conceptual paper explores the potential effectiveness of ongoing in-service
training as a strategic approach to ensure long-term knowledge retention among
government school teachers. Drawing from existing literature, educational
psychology theories, and nursing perspectives on health education, the paper
examines how structured, continuous professional development can enhance
teachers’ understanding of learning disabilities and foster inclusive
educational practices. It argues that one-time workshops or pre-service
training sessions are insufficient to equip teachers with the nuanced and
evolving knowledge needed in real classroom scenarios. Instead, ongoing in-service
training—integrated into the regular professional development calendar—can
reinforce learning, facilitate practical application, and promote a reflective
teaching culture. The role of nursing professionals in this context is
emphasized, particularly in delivering health-based educational content,
advocating for mental health awareness in schools, and promoting
interdisciplinary collaboration between health and education sectors. The paper
advocates for policy reforms that institutionalize ongoing in-service training
on learning disabilities as a mandatory component of teacher development
programs. By highlighting the interconnection between sustained teacher
knowledge, inclusive education, and child mental health, this study provides a
theoretical foundation for future policy design and educational interventions.
It underscores the importance of collaborative efforts in building a responsive
education system that supports all learners, especially those with hidden or
undiagnosed learning needs
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Pages:1-7
How to cite this article:
Praveen Kumar KR, Dr. Jassica Josline "Effectiveness of ongoing in-service training on sustained knowledge retention about learning disabilities among government school teachers". International Journal of Medical and Health Research, Vol 11, Issue 4, 2025, Pages 1-7
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