Learning disorders: The knowledge of basic education teachers

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Abstract
Purpose: to assess knowledge about learning disorders among basic education teachers and intern teachers in Brazilian public and private schools. Methods: two questionnaires administered to teachers from several Brazilian schools, selected by random sampling. The first questionnaire collected sociodemographic data, and the second assessed knowledge about learning disorders. The chi-square test investigated factors regarding knowledge about learning disorders, with a 5% significance level. Results: 51 of the 158 registered teachers responded to the questionnaire and completed the research stages. They were mostly females (90.2%) with a mean length of service of 13.6 years. The questionnaire on learning disorders obtained 1,020 responses, of which 757 (74%) were adequate, and 263 (26%) were incorrect. Greater knowledge of learning disorders was statistically significantly related to previous lectures/courses on the topic (p = 0.02). Conclusion: teacher training significantly increases knowledge about learning disorders, suggesting the need for more professional development programs focused on this topic. Understanding teachers' knowledge on learning disorders is crucial to developing effective educational interventions and supporting students with such difficulties.

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