A Comparative Study of Emotional Stability of Visually Impaired Students Studying at Secondary Level in Inclusive Setup and Special Schools

Autor/inn/en	Pant, Pankaj; Joshi, P. K.
Titel	A Comparative Study of Emotional Stability of Visually Impaired Students Studying at Secondary Level in Inclusive Setup and Special Schools
Quelle	In: Journal of Education and Practice, 7 (2016) 22, S.53-58 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2222-1735
Schlagwörter	Visual Impairments; Secondary School Students; Inclusion; Special Schools; Psychological Patterns; Comparative Analysis; Statistical Analysis; Gender Differences; Foreign Countries; India + Suchen Sie Ihr Suchwort? Visual handicap; Sehbehinderung; Sekundarschüler; Inklusion; Special school; Sonderschule; Statistische Analyse; Geschlechterkonflikt; Ausland; Indien
Abstract	Visual impairment as an umbrella term includes all levels of vision loss. Researches in the field of visual disability are far from satisfactory in India. Some attempts have been made to study different aspects of the lives of visually disabled children. Such attempts help, revealing the facts of their life, characteristics, activities, performances, abilities and disabilities etc. The present investigation purports to find out the efficacy of emotional stability of visually disabled students studying in special schools and inclusive setup. The objective of the study is to compare the emotional stability of visual impaired students at secondary level of inclusive setup and special schools. Descriptive survey method has been adopted for the study. Population of the study consisted visually impaired children studying in special schools and inclusive setup. A sample of 100 students was drawn from various schools, through stratified random sampling technique. Emotional Maturity Scale developed by Singh, Y. and Bhargava, M. was used to collect information about students studying in inclusive setup and special schools. Mean, Standard Deviation and t-Scores were used for data analysis. Results reveal that though there was a significant difference in the emotional stability of children studying in inclusive setup and special schools, however, girls studying in different setups of school did not differ significantly in their emotional stability. The study throws light on the fact that children with visual impairment studying in inclusive setup are more emotionally stable than the children with visual impairment studying in special schools. (As Provided).
Anmerkungen	IISTE. No 1 Central, Hong Kong Island, Hong Kong SAR. Tel: +852-39485948; e-mail: JEP@iiste.org; Web site: http://iiste.org/Journals/index.php/JEP
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01