The present article provides empirical evidence on awareness of secondary school teachers on Dysnomia in Upper Subansiri District of Arunachal Pradesh. The study reveals that there is no significant difference in the awareness of secondary school teachers towards Dysnomia with regard to gender, age, management, educational qualification, teaching experience and marital status. Teachers have to attend actively in orientation programmes, workshops and symposium for acquiring vocabulary and competencies to deal children with Dysnomia in teaching learning process. Teachers have to be well informed with latest techniques and technologies through in-service teacher education programmes for teaching to Dysnomic children. Participatory research is necessary to the teachers in the field of specific learning disabilities, so that the teachers can develop intervention programmes for better progress of Dysnomic children in their academic and real life style.