Learning disabilities, or learning disorders, are an umbrella term for a wide variety of learning problem. The most common types of learning disabilities involve problems with reading, writing, math, reasoning, listening, and speaking. The Aim and purpose of this study were to describe the roles and responsibilities of special education teachers (sets) and the challenges they encountered as they attempt to educate their students with learning disabilities in elementary schools Method used in the present study is a pre-experimental research design (one group pre-test post design) was used in the study. The pre-test was administered through a structured questionnaire depicted as 01 and then the structured teaching given depicted as X. A post-test was conducted using the same structured questionnaire depicted as 02. The interventional evaluative the approach was used in this study .this approach was selected because the research study aimed to evaluate the intervention (structured teaching programme) in improving the knowledge of school teachers in selected schools regarding selected learning disorders in children. The findings of the study are discussed as pre-test shows that 61.67% had good knowledge, 3.33% had very good knowledge, 31.67% had an average level of knowledge, 3.33% were poor in their knowledge. Post-test shows that 60% of subjects had very good knowledge 33.33% had a good score, 5% of subjects had an excellent score, 1.67% was average knowledge. So study can be concluded as it can be seen that the structured the teaching programme was effective in enhancing knowledge of primary school teachers of the city.2

Keywords: Learning disorder; Knowledge; Structured teaching programme; Children