Children who are born with severe or profound hearing loss or acquire it within the critical period of language development face challenge galore to develop it naturally. Hence, parents and teacher have to be more careful in order to develop it by using several aids including technological, audiological and educational which can make learning easy for Children with Hearing Impairment (CWHI). The present study aims at finding out the effect of visual aids on language learning in children with hearing impairment. Experimental research design with control and experimental group was adopted for the study. Eight children aged between 8 to 11 years with severe to profound hearing loss studying in the 4th class in special school were the participants. They were selected using purposive sampling technique. Experimental and control groups were matched with respect to their academic achievements. The raw data was analyzed by applying t-test and it was found that there is significant difference in learning language by CWHI taught with visual aids in comparison to those who were taught without visual aids. The finding is of paramount significance to the school and special educators as they can improve the language learning effectively in CWHI using visual aids and thereby improve their overall academic performance.
Sexual health education is the key to maximize inclusion of children with Autism in social settings, and parents are their primary sexuality educators. This study was undertaken to assess and improve the level of knowledge of 30 parents of children with Autism on sexual health education. The pre-test, post-test method with an intervention program was employed for the present study. Initial results revealed that parents lacked knowledge on sexual health. A comprehensive intervention program on sexual health was designed and conducted for the sample. Post test data reveals that parents showed a significant improvement in their knowledge on sexual health, indicating that the intervention program was effective in improving the knowledge and confidence of parents, enabling them to be effective sexuality educators for their children.
The persons with intellectual disability suffer from delayed developmental problems. The present study aims to examine the extent of work related skills among adults with mild intellectual disability in relation to their gender, nature of stay, duration of special school education and status of work. The investigator randomly selected eighty two (53 males and 29 females) subjects of 18-45 years of age from Ernakulam and Kottayam districts of Kerala. A self developed scale was administered to examine the work related skills among the subjects. The results indicated that the subjects have high level of work related skills. Male adults have more work related skills than female adults. The work related skills of adults stay in home and institutions is almost same. Years of special school education and status of work were not emerged as predictors of work related skills of adults with mild intellectual disability.
Parenting a child with disability is a continuous struggle and they are not sure about the nature of the problem waiting for them for the next day due to the unpredictability of the disease or disability. A behavioural technology intervention program was therefore created specifically for this group and tested with 30 parents of children with special needs (CWSN). Variables were investigated before and after the intervention using the Marital Quality Scale (MQS) and Beck Depression Inventory (BDI - II). The results indicated after the intervention program, there was a considerable decrease in marital problems and depression. Results and implications are discussed in detail.
In the present study, an attempt was made by the investigator to study the influence of social behaviour on peer acceptance among sensory challenged and non-disabled children in an inclusive education environment. The study was experimental in nature, designed on the lines of non-equivalent control group design. Purposive sampling and simple random sampling techniques were used to select sensory challenged and nondisabled children. The tools for the present study were developed and standardized by the investigator, to assess the social behaviour and peer acceptance of both sensory challenged and non-disabled children. The sample for the study comprised of 200 children in the age group of 10 to 15 years, out of which 100 were sensory challenged and 100 were non-disabled children. Further the sample was subdivided into experimental group and control group (Experimental group comprised of 50 sensory challenged and 50 nondisabled children and Control group comprised of 50 sensory challenged and 50 nondisabled children). The experimental group was subjected to a comprehensive intervention programme for a period of two months based on activities, games and puzzles. Further, the data obtained was analyzed using descriptive statistical analysis. The results of the data indicate that the intervention programme had a positive influence on peer acceptance among both sensory challenged and non-disabled children in an inclusive education environment.
Inclusive education is about ensuring the best education, both socially and academically, for all children including those with disabilities. There is a need to develop a system that uses the best elements of all approaches to education; blended in a way that addresses the needs of, and upholds the rights of every learner. Today's special educators, who are specialized in one specific disability, do not succeed in meeting the distinctive challenges posed by children with special needs at inclusive schools. The current study aims to examine the need for cross disability training to the special educators at inclusive schools. 50 special educators working in inclusive schools were selected as sample through purposive sampling method. A researcher made questionnaire consisting of 30 questions with yes or no option on five major aspects of disability was used to collect data. The responses of the sample were then analyzed and the study results reflect the need to provide cross disability training to the special educators at inclusive schools so that to equip them in other disability areas.
The modern history of testing is the history of testing for intelligence or mental ability (Tuckman, 1975). Intelligence tests are used to evaluate the general level of cognitive functions and to predict behavior and performance of the individual in future. It is equally expected to play the similar role in the field of special education; particularly for the children with vision impairments, as their brain mechanism is fully intact and comparable to normal children but the vision status affects the total process of gathering and exchanging information, cognition and motor skills (Jan et al, 1990), and has a significant effect on their cognitive structure (Julka, 2005). It has been a point of discussion whether the test of intelligence developed for sighted can be utilized / adapted or not for use with visually challenged. Therefore, the present article attempts to explore the work done in the field of intelligence test construction especially for visually impaired in India.
The purpose of the study was to examine the efficacy of Combined Skills Training and Cognitive Behaviour Therapy in the treatment of stuttering. The sample consisted of 15 adolescents and 15 adults. The mean age of the adolescents and adults was 18.4 years and 24.7 years, respectively. Each of the participants were required to attend ten sessions of one hour each, on a weekly basis. The therapy was conducted in accordance to the treatment module, which had a detailed session-by-session structured plan. The variables, which tested the efficacy of the treatment, were situational - anxiety, communication attitude, assertiveness, self-esteem and fluency. These were assessed using Speech Situational Checklist- (short form), S-24 Communication Attitude scale, Rathus Assertiveness Schedule, Rosenberg Self-Esteem Scale and the Speech Severity Index, respectively. All of these five were administered pre and post intervention. Analysis of results indicated that adults showed more improvement than adolescents with respect to all of the variables, the improvement was found to be significantly better for adults than adolescents with respect to fluency (p < 0.03).Hence, it can be concluded that the Combined Skills training and Cognitive Behavioural approach proved to be more efficacious in the treatment of adults who stutter when dealing with situational anxiety, communication attitude, assertiveness, self-esteem, and fluency, as compared to adolescents.
The purpose of this study is to know the awareness level among the parents of children with hearing impairment who are studying in special schools at Ranga Reddy and Hyderabad Districts of Telangana State about the Concessions, Benefits and Rights of the hearing Impaired provided by the Central and State Governments . Total 60 parents were selected for the present study. The Questionnaire was developed based on Acts and Schemes provided by the central and state Governments related to Persons with Hearing Impairment. This study adopted survey method, validated questionnaire was used for data collection and it was administered on both parents i.e. fathers (25) and mothers (35). Parental gender, Parental Education are the variables for the present study. The obtained Data was analyzed in terms of percentage and the results were compared by using t-test between the parents (fathers and mothers) and to find out the impact of parental education on their awareness ANOVA test was used . The results of the study showed that there is an overall moderate level of Awareness on concessions, benefits and rights. Results showed that parental education has no impact on their awareness level but awareness among fathers is more as compared to mothers.