TO STUDY THE IMPACT OF STRESS OF TEACHERS ON ACADEMIC ACHIEVEMENT OF STUDENTS WITH LEARNING DISABILITIES, IN RELATION TO GENDER AND EXPERIENCE

A specific developmental disorder that involves difficulty in scholastic skills such as reading, writing, spelling, reasoning, recalling, and/or organizing information resulting from the brains inability to receive and process information is termed as learning disability. Inclusive education happens when children with and without disabilities participate and learn together in the same classes. Teachers are the backbone for effective implementation of inclusive education. Rather than placing responsibility for failure on the child or the environment, the task is to specify the conditions under which diverse students can achieve optimal learning success. This all depends on the teachers' competency to handle the inclusive classroom along with all their personal and professional problems. The present century is often termed as the age of anxiety and stress. Many factors such as job satisfaction, family burden, pay scale, survival in the institute, etc. are found to be responsible for increased level of stress among teachers. The present article discusses the impact of stress of teachers on the academic achievement of students with learning disabilities in relation to background variables gender and experience