Paul, Sumana. (2018). EDUCATION FOR THE CHALLENGED CHILDREN: TRENDS AND INNOVATION IN EAST KHASI HILLS DISTRICT OF MEGHALAYA. Unpublished. ERIC, Education
Objectives of the study
To study the causative factors of disabilities.
To study the general problems of challenged children.
To know about the existing educational facilities for challenged children.
To study the attitude of parents and teachers towards inclusive education.
Sample of the study:
For the purpose of the present study the investigator had to draw up sample of students studying in the various special schools located in East Khasi Hills District of Meghalaya.
A sample of 305 students (approximately 75%) has been selected using random sampling procedure to study the causative factors of disability.
A sample of 50 parents of challenged children, 50 teachers of normal students and 50 teachers of challenged children have been selected to assess their attribute towards inclusive education.
Tools of the study:
Data has been collected through the questionnaires developed by the investigator. The data thus collected was further supplemented by the qualitative information obtained through interviews with the respondents
To study the attitude/views of parents and teachers (normal as well as special children) data has been collected using self-made questionnaires/opinionnaires. The questionnaires/opinionnaires consist of 20 items (both favourable and unfavourable) Each statement of the scale was arranged on a five point scale viz. Strongly Agree (SA), Agree (A), Undecided (UD), Disagree (DA), and Strongly Disagree (SD) to be collected from teachers and parents. Each response is associated with a point value such as SA-5: A 4; U-3; D-2; SD-1 for positive statements while negative statements are associated with a reverse point value, and an individual’s score is determined by summing the point values for each statement.
Method of Research:Statistical Methods Used: Mean, Standard Deviation, percentage, t-test
Findings of the study:
1. Findings pertaining to the causative factors of disability
The study shows that disease is one of the major causes of disability among the children followed by accidents.
The study reveals that the disability among the children occurs between the age 0 and 5 years, i.e. more chance of disability to occur in the children in their infancy and childhood stage.
It has also been seen that children born with disability is also very common and it is due to pregnancy problems, falls or disease during pregnancy, immature birth, malnourished mothers, etc.
Also, it is found that more than 57% of the sample children affected with mental retardation followed by 17% of the sample with visually impairment and third largest percentage of the sample i.e., more than 9% of the children with cerebral palsy
2. Findings pertaining to the existing educational facilities for the challenged children.
The study reveals that
82% of the schools are recognized.
74% respondents said that their school has a Centre for Special and inclusive Education, 76% said, their school provides vocational training services, 72% said about the facility of adult leisure and learning unit, 68% confirmed about the facility of community based rehabilitation in their school while 50% of them said that their schools also provide life skill education.
The study reveals that most of the schools have the facility of providing in-house training for the staff and extend services such as Awareness Programme and Referral Services (Consultancy) as well as providing a platform for the involvement of parents in the programmes for the disabled children.
The study shows that almost all the sampled schools provide help or supervision to children with personal care and equipped with accessible toilets in all areas of the building.
Very few respondents responded in affirmation pertaining to residential services provided in their school for children with disability.
The school provides social care and family support services as well as organizes extra curriculum activities for the children.
The study also reveals that most of the teachers (70%) are satisfied with the current curriculum of educating Special children.
It is seen that most of the respondents said that their school does not receive any Government support towards upgrading the infrastructure for the education of the children with disability.
It is quite strange to find that most of respondents were not aware of National Handicapped Finance and Development Corporation which extend loan to the person with disability for up-gradation of entrepreneur skills nor do their schools provide for better liaison between health, education, and social services for children needing residential schooling or Physiotherapy to continue during school holidays (school aged children).
On the other hand, it is found that most of the respondents said that their schools have introduced inclusive education.
3. Findings pertaining to the general problems of challenged children
The study reveal that children suffer from more than one disability and due to physical, learning, or mental health condition, special children are not able to participate in the usual kind of activities done by most children (his/her) age and it also limits (his/her) ability to do regular school work.
The common problems faced by special children are mobility, hand function, personal care, incontinence, communication, learning, hearing, vision, behaviour, consciousness, etc
The major difficulties faced by the special children in the schools are difficulty in reading/writing and learning, taking part in games and sports, taking part in extracurricular activities, getting along with other children, food habits, etc.
The study also reveals that special children have more difficulties than other children of their age in using public transport, getting about in their own home using health service buildings and facilities, etc due to their illness, disability or health problems.
However, the schools are introducing special curriculum or practice to help overcome some of these difficulties. Also, provision are made for children with disabilities to have access to local general, technical and vocational guidance programmes, placement services and vocational training on equal terms with others.
4. Findings pertaining to the Attitude/Views of Parents and Teachers towards Inclusive Education
The present study reveals that the attitude/views of the Parents and Teachers towards Inclusive Education are unfavorable.
4.1: Findings pertaining to the relationship between the Views of Parents of Special children and Parents of Normal Children towards inclusive education:
The relationship between the views of Parents of Special children and Parents of Normal Children towards inclusive education for the entire sample was found to be Not Significant. This indicates that the two groups did not differ in their attitude/ views, As the mean of the Parents of the Special Children is higher than the mean of the Parents of the Normal Children, it can be said that the Parents of the Special Children were having more favourable attitude towards inclusive education. The Parents of the Special Children have interest in Inclusive Education and they want their children to get education with the Normal Children. Parents of the Normal Children do not want to take chance with Inclusive Education. It looks like that Parents of Normal Children are afraid of the
adverse effects of disabled children on the natural development of their children.
4.2. Findings pertaining to the relationship between the Views of Teachers of Special children and Teachers of Normal Children towards inclusive education.
The relationship between the views of Teachers of Special Children and Teachers of Normal Children towards inclusive education for the entire sample was found to be Not Significant. This indicates that the two groups did not differ in their attitude/ views. As the mean of the Teachers of the Special Children is higher than the mean of the Teachers of the Normal Children, it can be said that the Teachers of the Special Children were having more favourable attitude towards inclusive education. The teachers of the Special Children look forward to teach in an Inclusive environment and are more or less ready to face the challenge. However, teachers of Normal Children do agree that the challenge in teaching children with disability is much higher than teaching normal children.
4.3 Findings pertaining to the relationship between the views of Teachers of Normal children and Parents of Normal Children towards inclusive education.
The relationship between the views of Teachers of Normal Children and Parents of Normal Children towards inclusive education for the entire sample was found to be Not Significant. This indicates that the two groups did not differ in their attitude/ views. As the mean of the Teachers of the Normal Children is higher than the mean of the Parents of the Normal Children it can be said that the Teachers of the Normal Children were having more favorable attitude towards inclusive education
4.4 Findings pertaining to the relationship between the Views of Teachers of Special children and Parents of Special Children towards inclusive education
The relationship between the Views of Teachers of Special children and Parents of Special Children towards inclusive education for the entire sample was found not significant. This indicates that the two groups did not differ in their attitude/ views. As the mean of the Teachers of the Special Children is higher than the mean of the parents of the Special Children it can be said that the Teachers of the Special Children were having more favorable attitude towards inclusive education compared to the parents of the special children. Parents of the Special Children are not much in favor of Inclusive Education as they have the apprehension that their children will be left behind in a normal school.
Keyword(s): Inclusive Education, Challenged children.