Learning Disabilities Identification Practices Among Primary School Teachers in Niger State

This study evaluates learning disabilities identification practices among primary school teachers in Niger State, North Central Nigeria. Early identification of learning disabilities such as dyslexia, dyscalculia, and dysgraphia is critical to preventing academic failure and ensuring timely intervention, yet Nigerian primary school teachers often lack the training needed to distinguish learning disabilities from low motivation or behavioural problems. The study adopts a descriptive survey design, involving 240 primary school teachers from Minna and Bida Local Government Areas. A researcher-developed learning disabilities identification practices questionnaire and an adapted learning disabilities knowledge scale were used. Data were analysed using descriptive statistics and chi-square tests. Findings reveal that a majority of teachers rely on observable academic underperformance rather than systematic screening tools to identify potential learning disabilities. Teachers with access to in-service training on special education were significantly more likely to employ structured observation checklists and refer students for psychological assessment. Misconceptions linking learning disabilities to spiritual causes or poor parenting were noted among a minority of respondents. These findings call for urgent reform in teacher preparation and school support systems in Niger State. The Niger State Universal Basic Education Board is urged to partner with university psychology departments to develop and distribute accessible screening protocols for primary school teachers. Regular sensitisation workshops targeting learning disability awareness should be embedded in the state's teacher continuous professional development calendar. Keywords: learning disabilities, identification practices, primary school teachers, Niger State, special education.