The objectives of this study were to examine the combined effects on children's psychological adjustment of perceived acceptance or rejection by mothers, fathers, and teachers; and also to explore the combined effects on adults' current psychological adjustment of perceived acceptance or rejection by mothers and fathers in childhood and by intimate partners in adulthood. The samples consisted of 586 children (47% boys and 53% girls) and 1,709 adults (35% males and 65% females). Among the children 573 were in the multiple acceptance group and 13 were in the multiple rejection group, and among the adults 1,645 were in the multiple acceptance group and 64 were in the multiple rejection group. The samples were selected from 11 countries in four continents. Measures used were the Child and Adult versions of the Parental Acceptance-Rejection/ Control Questionnaires for Mothers and for Fathers (Child and Adult PARQ/Control: Mothers and Fathers), the Child version of the Teacher's Acceptance-Rejection and Control Questionnaire (Child TARQ/Control), the Intimate Partner Acceptance-Rejection/ Control Questionnaire (IPAR/CQ), and the Child and Adult versions of the Personality Assessment Questionnaire (Child and Adult PAQ). Results showed that significantly more girls than boys, and more women than men experienced multiple acceptance. Regardless of age, gender, and culture, the majority of respondents in the multiple acceptance group reported healthy psychological adjustment, whereas the majority of respondents in the multiple rejection group reported moderate to severe psychological maladjustment. Results also showed a significant tendency for adults to remember having experienced more rejection by all attachment figures than did children regardless of culture and gender.
An attempt has been made by the investigator to study the performance of special educators working in inclusive setting. Survey method was used in this study. For this study, 25 special educators were selected through purposive sampling technique working in Sarva Siksha Abhiyan (SSA) at Coimbatore district in TamilNadu. The self-evaluation checklist was prepared and after validation, same checklist was distributed to the selected special educators in order to evaluate them. Checklist comprises of three domains likewise 1) Preparation and facilitation 2) Instructional strategy and maintenance of records, 3) Relationship with general teachers. Statistical analysis has been carried out on gathered responses from checklist on the basis of above mentioned domains. Mean, SD, percentage and t-test were applied. The total mean value and the percentage of the performance of special educators in all three areas were found to be 30.24 and 88.3. There is no significant difference in the performance of special educators with respect to gender. There is no significant difference in the performance of special educators with respect to educational status. The performance level of special educators with respect to experience is at .00l level of significance. The result confines that the special educators working in the inclusive setting are performing well for the betterment of children with special needs.
Present study was intended to assess and compare the depression among mothers of children with handicap. A sample of 125 mothers drawn on incidental basis from special education schools located at Sirsa, Fathehabad and Hissar district of Haryana were administered Beck depression scale. There were 25 mothers in each of the 5 group i.e. children with mental handicap, physical handicap, physical handicap along with mental handicap, deaf and dumb and normal children. To have a better understanding of the depressive state of the mothers, symptom wise analysis was carried out along with the total score. The data were analyzed by simple ANOVA followed by Duncan's post hoc test. Findings revealed that mothers of the normal children scored significantly less on all the symptoms of depression excepting self- hate and loss of appetite. Wide variations were observed among the mothers of children with handicap in different groups on different symptoms of depression. Implications of the findings for parents and rehabilitation workers are discussed.
The aim of the present study was to examine the improvement of maths concepts among students with visual impairment. 7th and 8th standard students from integrated and inclusive schools of Coimbatore districts through purposive sampling method are taken for the study. 10 sample sizes were taken for quasi experimental study. A criterion test in the form of rating scale is used, which contains mainly 5 domains with 15 items and the concepts were selected from standard syllabus of state board curriculum. Items were organized in accordance to their difficulty level, rating from simple to complex. Same test were used for pre and posttest. Intervention was given by using multisensory package (for maths concepts: Area, Fraction, Triangle, Angle and graph) self prepared material by researcher for 45 days, after evaluating pre score test with the use of multisensory package. Gathered data were analysed by quantitative method mainly t-test and correlation. Statistical analysis revealed significant difference in pre (121.5) and posttest (169) scores. Among all, the selected five concepts graph and triangle were found to be highly achieved among the selected samples. The correlation data analysis shows that there is high correlation 0.851 at 0.05 level between the posttest performance of the sample in graph and triangle achieved through multisensory approach.
In more recent times, the notion of 'disability' has come to be conceptualized as a socio- political construct within a rights-based discourse. The emphasis has shifted from dependence to independence, as people with disability have sought a political voice, and become politically active against social forces of disabilities. Disability activists, engaging in identity politics, have adopted the strategies used by other social movements commanding human and civil rights, against such phenomena as sexism and racism. These strategies have brought gains, but within certain limitations (Clapton, 1996). While rights-based discourse, at a strategic level, has brought some additional entitlements to people with disability, it has not significantly altered the way in which disability is constructed and so, despite legislative changes, some people's lives have not necessarily changed. In fact, new challenges such as genetic technology and reproductive technology threaten to further alienate the whole and integrated person from the medically, or scientifically, diagnosed 'person' (Fitzgerald, 1996). Thus, disability art is potentially educative, transformative, creative, expressive, emotionally exploratory, participative, and involving. It is a sign of the maturity and confidence of the disabled people's movement that disabled people are able to celebrate difference, and work together to create and discuss images of their own choosing. To encourage the growth of a disability culture is no less than to begin the radical task of transforming ourselves from passive and dependent beings into active and creative agents for social change (Morrison and Finkelstein, 1992). The author in this paper clearly delineates the backdrop of Disability Rights Movement starting from the American School of the Deaf launched in Hartford, Connecticut as the very first educational institution to use sign language and cater people with disabilities to Americans with Disabilities Act of 1990 and UN Convention on the Rights of Persons with Disabilities Act. Further, the author highlights that during the latter half of the twentieth century, disabled people across the world began to express themselves in a variety of cultural forms including painting, sculpture, literature, poetry, music, theatre and dance. On the other hand, Disability Art is the development of shared cultural meanings and collective expression of the experience of disability and struggle. It entails using art to expose the discrimination and prejudice disabled people face, and to generate group consciousness and solidarity. For a growing number of people around the world, the main forum for positive cultural representations of the disability experience is only located within the context of Disability Arts (Albert, 2007; Barnes and Mercer 2005).
The objective of this study is to identify the children with learning disabilities in written expression studying at primary level. The sample comprised of 745 children in the age group of 8-10 years studying in third and fourth grade, from four English medium schools in Chandigarh, UT. Teachers of the selected schools were made aware with the specific learning disabilities in writing and teacher referral forms related to writing difficulties of the students were distributed. On the basis of teacher referral form and academic achievements of the children, selected students were given Malin's Intelligence scale for Indian Children (1969), Diagnostic test of learning disabilities by Swarup and Mehta (1995) and Test of written Expression (prepared by the investigator) to identify children with learning disabilities in written expression. The findings of the present study revealed that 5.36% children of 3rd and 4th grade were found to have having learning disability in written expression. The percentage of children with learning disabilities in written expression in grades III and IV were found to be 4.28% and 6.32% respectively. Percentage of learning disabilities in written expression among girls and boys were found to be 3.98% and 5.97% respectively. On the basis of these findings, it was recommended that regular classroom teachers should be sensitized to identify this problem as early as possible and should be trained for screening and planning need based strategies to help young children come out of this problem.
Autism Spectrum Disorder is a complex developmental disability in which children are found to have difficulties in social interaction, communication and possess restricted and limited interest and actions and self stimulating behaviour. The behaviour of each autism spectrum child is unique. These behaviours range from hypo reaction to hyper reaction depending on the stimulation of the environment.: This study was aimed at finding the relation between sensory processing ability and the challenging behaviour of the children with autism spectrum disorder. This is a cross sectional study with correlational design examining specific sensory processing abilities and challenging behaviour of children with autistic spectrum disorder [n=48] of age 36 months to 120 months [mean = 88 months]. Sensory processing was evaluated with short sensory profile and behaviour was recorded with Conners parent rating scale. Statistical analysis found correlation between sensory processing ability and behaviour of the children with autistic spectrum disorder. Association between few subtypes of sensory processing ability with challenging behaviour was also found.
The present study is an attempt to study the effectiveness of Braille technique versus Daisy technique in learning by visually challenged students. A sample consisted of 30 primary level students of one school was studied through self made achievement test. It is found that students taught through Daisy method have shown higher achievement than the students taught through Braille method. In the present era it is helpful in managing and planning the education of visually challenged students in inclusive set up.