The study was conducted within a group of developmentally delayed preschool children having Down’s Syndrome. It was assumed that the earliar pre-24 month intervention would have a greater positive effect on the adaptive behavior of the delayed children. The sample consisted of 40 Down Syndrome children with an age range from 5 months at intake to 64 months at discharge from therapy. These 40 children were divided into two groups according to therapy received i.e. (a) intensive in-center therapy and (b) home program therapy. The Vineland Adaptive Behavior scale, survey form was used by asking the questions to the primary caregiver. Non- parametric tests were used during follow-up. Results indicated that children with Down Syndrome need stimulation as early as possible. The children provided with treatment, before 2 years of age, performed significantly better, and it was also found that parent-mediated home program treatment with emphasis on communiz service is an effective method for improving adaptive behaviour of the Down Syndrome Children.
Thirty 5-letter Arabic words were presented to a group of 120 subjects individually, 60 males and 60 females, in six different conditions, namely one word per slide, and three, six, ten, fifteen, and thirty words per slide. The presentation time of each slide was 4 seconds per stimulus word. The inter-trial interval was 4 seconds per stimulus word in the slide. Three recall tests were taken after presenting all thirty words. Results showed that recall scores were significantly higher under condition one than under any other conditions. Results further showed that there was a tendency to recall more when more words were presented per slide.
This study focussed on the development of spatial concepts among the hearing impaired children of 6-11 years age groups. The sample was drawn from different schools of Mysore city. The tests on basic concept development I and II developed by the investigator were administered to the hearing impaired children belonging to 6-7 years and 8-11 years respectively. Intervention to develop the spatial concepts was given for a year. ‘t’ tests and one way anova were the statistical techniques used for this study. Statistical analysis revealed that the residual hearing had a significant impact on the development of spatial concepts. Children with less degree of hearing loss developed spatial concepts better than children with more degree of hearing loss. Intervention played a significant role in the development of spatial concepts.
This study was designed to know the impact of verbal self - instructional (VSI) therapy on the performance of reading disabled children. One hundred children from grade three were selected for this study. On the basis of the performance on five reading tasks, twenty children were selected as reading disabled. A battery of cognitive tasks was administered on these disabled children during the pre-treatment session. After the pre-testing was completed, a two months training programme began in which 8 weekly training sessions were conducted. After the training sessions were completed, these twenty reading disabled children were retested on all the cognitive tasks individually. The result revealed that verbal self - instructional (VSI) therapy had significant effect in improving the performance of reading disabled children. The training with the help of VSI paradigm may lead to problem solving or goal directed functions. It is suggested that VSI therapy can alter perception and facilitate more intelligent interaction with the world.
Diagnostic Teaching, Prescriptive Teaching and Diagnostic Remedial Teaching are overlapping terms that have prevaded professional education literature of the past decade. Diagnostic and Remedial teaching seeks to restore to educators the central responsibility for teaching children with learning problems. It rejects the medical model of treating’ learning disabilities, instead relying on sound educational planning to solve learning problems. The goal is to determine how much and how best a child can learn as a normal child in the regular classroom as quickly as possible. A child who has normal sensory, motor abilities and has adequate intellectual abilities and socio-cultural environment and yet shows discrepancy between the actual and expected achievement in one or more of academic areas can be suspected as having learning problems by the teacher. The remediation of learning problems depends on the type of learning problem, behavioural symptoms exhibited and various other correlates encountered by the child.
This paper discusses very briefly about qualitative research methods in particular with special education. It also discusses types of qualitative research and data collection. It highlights the criteria for judging the quality of qualitative research and the components of data analysis. It also examines the importance of qualitative methods in special education.
Special education aimed at facilitation of wider learning experiences in all the children canvassing for special needs according to their age and IQ level. Computeraided instruction has open new vistas of learning for the children with special needs. They can enhance their attention, concentration, speed and interest in learning. The computer-aided instructional packages have specific features of in-built feedback mechanism, repetition of instructions, consistency in the stimulus response pattern and individual instruction that motivates learning in students. Also, the teacher may save time and energy both in realizing his objectives. The special educators have a lot of work to do in the class-rooms as maintaining of the academic and behavioural records and completing all sorts of daily appraisal schedule of students performance. In this way, Computer technology makes effort to give relief in favour of both the student and the educator
This paper is an attempt to throw light on how we can help the underachievers. If a country like India has to keep pace with the other developed countries of the world, it has to strengthen its scientific & technological knowledge and skills. At the same time special emphasis is to be given to human resource development. It is at the school stage that the foundation for advance learning in all fields is laid. The underachievers in science should be identified as early as possible and special treatment should be given accordingly. The role of teachers and parents is very important in this context.
Several researchers in western countries proved that the Educational media is effective in overcoming the disabilities of the disabled people. The researchers conducted this study with the principle objective of studying the relative Effectiveness of Tangible material (Braille) and Talking books (Audio Cassettes) in learning social science concepts by the visually impaired children in secondary schools. 54 visually impaired children were selected from 6 integrated educational programme of Coimbatore district of Tamilnadu State. These 54 children were divided into two equated groups. One group was treated with tangible material and the other with Talking books for a period of 3 months. The results revealed that both the educational media was effective in learning social science concepts by the VIC but the Talking books were slightly advantage than the braille media. The learning achievement of different group of VI children exposed to braille and VI children exposed to audio cassette similar. On the other hand, the Talking books facililated the learning achievement of born blind children than the braille media. From the results of the study, the authors advocated that the Visually impaired children should be facilitated and motivated to use more Talking books, keeping advantage of their low cost preparation compared to Braille materials.
The present study examined general well-being sources of happiness and daily hassles among the blind male and female institutionalized children. The present study has set the following objectives : to present study has set the following objectives : To determine difference between male and female blind institutionalized children on general well-being. To determine difference between male and female blind institutionalized children on sources of happiness. To identify sources of daily hassles among male and female blind institutionalized children. The findings of the study were : male and female blind children did not differ significantly on general well-being. Of the different sources of happiness, male and female subjects differed significantly on ‘interesting work’ and ‘sports and exercise’. Male and female blind institutionalized children expressed different daily hassles.
206 blind boys and girls selected by purposive sampling method from Indore, were comparatively studied for food habits and food preferences through questionnaire method. Obtained results revealed that food habits of boys and girls with regard to speed of eating was significantly different, while number of meals per day and timings of meals were totally same. The boys and girls were found significantly different in food dislike. Their preferences for wheat based recipes and milk and milk products were also significantly different, while their preferences for different common vegetables were not found to be different.
The present attempt incorporates a three - way classification of variables of (a) ‘nutrition’ (control, Grade II and Grade IV levels of malnutrition), ‘age’ (60 ± 4 & 96 ± 4 months) and ‘sex’ (boys & girls) variables for the study on the impact of long - term nutrient supplementation ( LTNS ) to the malnourished on intellectual development. Raven’s Colored Progressive Matrices (RCPM) was applied to achieve the objective. 3x2x2 ANOVA (3 nutrition x 2 age x 2 sex) manifested significant (i) independent effects of ‘nutrition’ and ‘age’ variables on all measures, (ii) ‘sex’ effect on B and total scores; and (iii) ‘nutrition x age’ and ‘nutrition x sex’ interactions on all but ‘nutrition x sex’ interactions on B sub-factor of RCPM. Post hoc mean comparisons revealed (a) greater scores in, control than in Grade II, and both greater than in Grade IV level of malnourished children on all, (b) in higher than in lower aged children on all; and (c) greater scores in girls than boys on B sub factor and total scores of RCPM. Post - hoc mean comparisons applied to discern the patterns of mean differences in significant ‘nutrition x age’ as well as ‘nutrition x sex’ interactions respectively revealed that the impact of LTNS is not the same for the two levels of ‘age’ groups and that girls benefited more the LTNS than boys.
In the present investigation 700 students comprising a general group (n=450), Medical group (n=125) and Non-medical professional group (n=125) from various university departments and colleges of L.N. Mithila University (L.N.M.U), Darbhanga were taken for the study. Modified World Health Organization Survey questionnaire was administered on the sample to estimate the prevalence rate of drug abuse. Out of 700 students, 118 (16.86%) students admitted to having hard drugs like Alcohol (6.71%), Cannabis (7.57%), Amphetamine (.71%) and tranquilizers (1.86%), whereas, 261 (37.29%) students reported having soft drugs which includes Bidi/ Cigarette and tobacco chewing in different forms such as, Gutka, Pan masala, readymade Khaini etc. which are easily available in the market. Probable reasons for using such types of drugs were discussed in details along with the various background variables such as type of the family, father’s occupation and family income
Learning Disabled children are hidden personalities distributed in every class room. Most of them live rather struggle through their lives and go unnoticed. Some of them are blamed as “useless”, “lazy”, “retarded” or “playful”; a few of them receive some support in their education and still smaller number get the appropriate education and training that the persons with learning disabilities are capable of receiving. The literature on learning disabilities (LD) from various parts of the world reports 10% of the population to be having specific learning disabilities (Reading, Writing, Arithmetic disabilities etc.). Approximately 4.6% of students in school age are considered to be LD. In this context the investigators selected a research topic as “Effectiveness of Multimedia Instructional Strategy on the achievement of Learning Disabled children in learning Maths concepts”. In this study an attempt was made to identify learning disabled children and the effectiveness of Multimedia Instructions over the conventional method of teaching on the achievement of LD children in learning Maths concepts have been found out. Further, this study attempts to compare the academic achievement of LD children in terms of background variables and method of teaching in the class room. The data collected from the different treatments were subjected to the statistical analysis. The investigators found that the Multimedia instruction facilitated for the LD children in learning maths concepts rather than their counterparts in conventional teaching group. The outcome of an experimental study such as this present study will be extremely useful for the field of education further this study has revealed that some gains in learning outcomes of LD children can be produced by using Multimedia Instruction.