The involvement and interest of parents in children affect their social, academic and emotional performance. It also affects skills in several domains of behavior. In addition, personal characteristics and qualities of parents demonstrate as working models, and the children conceive them to organize and maintain relationship with others. An intensive study was undertaken on a sample of 200 students (boys & girls) and their parents. To estimate path model of social skills problem behavior in children, excitability of pre adolescents, gender, parent's personality make up and parenting practices were assessed. Regression analysis revealed that gender of children has a significant contribution to social skills inadequacy followed by mother's education, occupation & negativity in parenting practice. Personality characteristics influencing parenting practices, directly affects social behavior of children. Thus it is concluded that every day experiences in relationships, are fundamental to children's developing social skills.
Many students face difficulties in learning mathematics and visually impaired students are not exceptional. There is a need to pay little more attention on the skills while teaching mathematics to visually impaired children. Teachers are facing some problem(s) and present study identifies some of the problems of mathematics teachers in teaching mathematics to visually impaired.
Cigarette smoking accelerates Thromboangiitis Obliterans (TAO) a vascular constrictive condition that results in the amputation of lower and upper limbs. In the present study, twelve clients affected by TAO have been administered with the Smoke-Them-Out ofPleasure (STOP) Technique (Ganesan,1984) for a week. They all developed total aversion and hyper sensitization to cigarette smoking, and abstinence from smoking was reported six months after the treatment.
Language is the foundation for thinking, learning and communication. We can communicate with others through language and obtain some knowledge. Language is difficult to define. It is a complex and dynamic system of conventional symbols that is used in various modes for thought and communication. Language disorder is the inability or decreased ability of the individual to use words, phrases or sentences of the language in a meaningful manner. With the growing awareness of children with language disabilities, the primary task confronting a teacher is to successfully carry out an assessment of language problem of these children.
Attention deficit hyperactive disorder (ADHD) is a disorder that affects one in thirty children, to differing degrees, for the entire life span. Family life, social conformity, mental health and success in school and workforce are compromised due to impact of this disorder. The symptoms of ADHD were observed and documented in the mid-1800s with symptoms noted similar to central nervous system damage or disease. Since these early identifications of this disorder both label and diagnostic requirements have changed several times. American Psychiatric Association (APA) Diagnostics and Statistical Manual of Mental Disorder (DSM-IV) published in 1994 has described three sub-types of ADHD as inattentive, hyperactive-impulsive and combined type. A significant number of ADHD children have also been diagnosed as learning disabled with reading difficulties. Whether the reading difficulties experienced by ADHD children are unique or these are due to the specific action of ADHD characteristics or are separate disabilities is presently under active debate. However, it is likely that the reading disabilities experienced by ADHD children are the result of the impact of the core characteristics of the disorder. Multimodal interventions with special emphasis on VSI therapy have been suggested to improve reading behaviour of ADHD children. This article clearly demonstrated that VSI treatment package can alter perception, can facilitate or allow more intelligent interaction with the world and can initiate or inhibit actions as per the demands of the environment.
Of all the language skills which are acquired through conscious effort, writing is the most challenging and yet the most neglected. The examination system, despite recent examination reforms continues to make demands on a child's ability to write coherently. School assignments which require a child to write are carried out without any preliminary activities or tasks being incorporated which teaches children grade level writing competencies. Thus children are largely left to develop skills in the process of carrying out assigned tasks. In this study, written expression was assessed through assessing the stories written by normal children and children with writing disabilities. It was found that while the performance of children with writing disabilities was far below that of normal children on all counts, normal children also experience difficulties on several aspects of writing.
Among the different categories of children with special needs, children with learning disability are the most rapidly growing area. Furthermore, in the teaching-learning process, the learning of the student depends mainly on methods of teaching, instructional material, characteristics of the learner etc. Looking at the importance of learner's characteristics in the teaching-learning process, the remediation of learning disabilities through PI and CAI is studied in relation to some of the learner's characteristics, such as sex, in the present study. The findings of the study will certainly be helpful to educational planners to decide the introduction of such individualized packages as an instructional device for students with learning problems and accordingly to provide refresher/training courses to the teachers to develop the skills for preparing useful software and applying them in the classrooms. The findings of the study will also provide an insight to the teacher educators as to how they should train to enable the future teachers not only to diagnose the learning disabilities but also to provide remedy to them and to develop the PI and CAI material.
A study conducted in inclusive schools of Bareilly city revealed that learning disabled children have lower self esteem as compared to non disabled children. Learning disabled boys and girls were found different with regard to their self esteem. Learning disabled and non disabled boys were found different with regard to their self esteem whereas learning disabled and non disabled girls were not found different with regard to their selfesteem