Self-concept and adjustment are two important psychological aspects influencing the personalities of individuals especially of Children with Special Needs (CWSN). The term self-concept refers to the individual’s perception or view of himself. It refers to those perceptions, beliefs, feelings, attitudes and values, which the individual’s perception of his abilities and his status and roles in the outer world. Life is a process of progressive adjustment and children should be stimulated to do their best. The aim of education is to develop the personality of the child, to make to adjust with the environment. If the adjustment is not proper it leads to maladjustment. The researchers made an attempt to study the self-concept and adjustment of CWSN with respect to their sex and residential background. Further an attempt has been made to study the relationship between the self-concept and adjustment of CWSN. A sample of 204 CWSN was selected from various Government Elementary Schools of District Kangra through random sampling. The study revealed that no significant difference was found between male and female CWSN in self-concept but rural and urban CWSN had significant difference at .05 level with respect to their self-concept. With respect to their adjustment level, sex differences are significant at .05 level while residential background differences are not significant. The co-efficient of correlation between self-concept and adjustment was found to be .534, which is significant at .01 level. It indicates that high scores in self-concept tend to accompany with high level of adjustment and vice versa.
Intellectual disability is a limitation in intellectual functioning and adaptive behaviour. Intellectual functioning is measured by an intelligence test. The intelligence test provides the intelligence quotient that contributes to the classification to determine the level of disability. The limitation in functioning will help determine the personalized supports needed for the individual. Several tests have been used to determine the intelligence quotient. The purpose of this study is to correlate the scores on three different tests. The tests used were the Vineland Social Maturity Scale, the Stanford-Binet Intelligence Scale and Bhatia’s Battery. The tests were administered to 10 children, previously diagnosed with intellectual disability. The children were in the age range of 11 – 15 years. The conclusion drawn is that Vineland Social Maturity Scale and Stanford Binet Scale have a high correlation and may be used as an initial assessment of the child.
Present study is an attempt to compare Occupational Stress, Life Satisfaction and Burnout of special educators and regular school teachers. The sample constituted of 59 special educators (all female), 89 regular school teachers of Kolkata (77 females & 12 males) and 80 regular school teachers of Kalyani (39 females & 41 males) questionnaires used for research were - Occupational Stress Index, Life Satisfaction Scale and a self prepared structured interview to assess Burnout. Occupational Stress, Life Satisfaction and Burnout of Special educators and that of female regular school teachers of Kolkata was compared. Results indicated significant difference in the area of occupational stress but no significant difference was found in their Life Satisfaction & Burnout. Kolkata and Kalyani regular school teachers (both females & males) were also compared in the areas of Occupational Stress, Life Satisfaction and Burnout. Significant difference was found in the all three areas. Another comparison was made between female teachers of Kolkata & Kalyani in the areas of Occupational Stress, Life Satisfaction and Burnout and significant difference was evident in all three areas. Finally similar comparisons was made between females & males teachers of Kolkata and that of Kalyani and no significant difference was found in any of the three areas. Therefore it may be said that gender has no impact on Occupational Stress, Life Satisfaction and Burnout but environment has no impact on these variables.
The study aim to investigate the areas and concepts in which children with and without hearing loss are equivalent and those on which they are disparate, so that those concerned with early intervention & school readiness can concentrate their efforts towards bridging the gaps at an earlier stage. This in turn is envisaged to facilitate inclusion of children with hearing loss in mainstream schools and reduce their failures in the area of mathematics. A section of The Test of School Readiness (TSR) was used for data collection. The mathematical concepts of 68 children in the age group 5-7 years with and without hearing loss were compared using non parametric chi square test. Results indicate that both the groups performed equally well on basic maths concepts, & differed significantly in spatial relationship, numerical ability, ordinal position & arithmetic operations.
An attempt has made by the investigator to study the effect of emotional stability on self-actualization of visually challenged children. A sample of 80 visually challenged students was drawn through purposive sampling from New Delhi. Emotional Stability Test by Gupta &.Singh(2005) and Self Actualization Inventory by Sharma(2009) was used to collect the data . Results of the study revealed that negative relationship between high emotionally stability and self-actualization of visually challenged children. The same results have also been revealed for low emotionally stable children with their self-actualization. The investigator also studied that there is no significant difference between self-actualization of high emotionally stable and low emotionally stable visually challenged children.
The main aim of this study is to analyze the problem solving ability among intellectually gifted students and investigate whether gender and location influenced the problem solving ability of intellectually gifted students or not. The sample for the present study comprised of 30 intellectually gifted (14 male and 16 female) students from different rural and urban senior secondary schools of Aligarh district. Raven’s Advanced Progressive Matrices developed by Raven, J.C, Court, J.H. and Raven, J. and Problem Solving Ability Test developed by Dubey, L.N. tools employed for data collection. Correlation and t-test techniques are used for data analysis. The result of this study revealed that there is low problem solving ability among intellectually gifted students. Intellectually gifted boys showed higher problem solving ability than girls and there is no significant difference between rural and urban intellectually gifted students with respect to their problem solving ability.
The study explored the relationship between trait anxiety and family pathology of parents of children with Attention Deficit/Hyperactivity Disorder (ADHD). The study also aimed to determine if there are any differences in the degree of family pathology and trait anxiety of mothers and fathers of children diagnosed with ADHD. Participants were parents of 22 children with ADHD age ranged between 5 and 8 years. Participants (N =44) completed self-report questionnaires assessing family pathology and trait anxiety. Children were assessed using structured clinical interview and diagnostic screening tool. A significant relationship between the two variables: family pathology and trait anxiety was found. In both the variables, mothers were found to score higher indicating greater impairment as compared to fathers of ADHD children. The findings suggest that ADHD has major consequences on the family and vice versa. Particularly, mothers require more support within the family to reduce the burden of stress and to enhance family well-being.
The key emphasis of Asha Schools –a chain of special schools started by Army Wives Welfare Association window (AWWA) all over India for the disabled children of Armed forces Personnel is on practical skills required for the child’s independent functioning and movement in the community. Without these skills, societal acceptance becomes difficult and the child and its family suffer psychologically and economically too in the longer run. The aim of Asha Schools is to empower these special children through appropriate education so that they can live dignified and successful lives as a part of the mainstream. They are running a comprehensive program in which lot of emphasis is given to the development of the whole child; they do not confine to its disability area only. They believe in honing appropriate behaviour and their training takes this into account. They cover the range - from practical skills and academics to therapies for every child; they provide pre-vocational services wherever relevant. A number of extra curricular activities are also introduced to help build confidence.
The aim of the present case study is to see whether brain high way therapy affects a autistic child’s behavior or not . The whole program was divided into five steps in pre and post design. All there steps include to collection all the learn new things so that he could be better than before, while conducting the program, it was found that the subject is Autistic child, due to some maladaptive behavior and lack of self help skills – But gradually, with the proper treatment, subject was made to learn new things by providing brain high way therapy that could bring patience in him and behavior problem like self biting was decreased after conducting the whole program which was of around 1 and 6 months It was found that brain highway therapy has a positive effect on the subject. He is now, Improve maladaptive behavior and he is now does his daily routine activities by his own. It was found that, brain high way therapy, do have a positive effect on the subject.