Comparative study of the psychosocial functioning of children with visual impairment in integrated and Special school settings
| dc.contributor.advisor | Kumar, R.S (PhD) | |
| dc.contributor.author | G/Medhin, Senait | |
| dc.date.accessioned | 2018-08-10T07:11:21Z | |
| dc.date.accessioned | 2023-11-05T08:57:29Z | |
| dc.date.available | 2018-08-10T07:11:21Z | |
| dc.date.available | 2023-11-05T08:57:29Z | |
| dc.date.issued | 2006-07 | |
| dc.description.abstract | The purpose of this study was to compare the psychosocial functioning of children with visual impairment in integrated and special school settings. To conduct this study 32 children (M= 15, F= 17) were purposefully selected from German (integrated) and Sebeta (pecial) school and in truments that measure their psychosocial functioning were administered on them. Their teachers and caregivers (who were also purposefully selected) filled the social skill scale and responded to interview questions with regard to the children's psychosocial functioning. The T-test result indicated that at a =0.05 there i significant difference in the psychosocial functioning of those children in the two school. When specifically looking into the variables the significant difference is obsen ed in four of the variables. Those children in the special school were found to be better in their self confidence, psychological adjustment, social adjustment andfunctional independence The interview made with teachers and caregivers was analyzed using thematic analysis and the result indicated that what was found from most of the respondents in the special School is in line with many of the quantitative findings whereas what was found from those in the integrated school was different from it. This strengthens the finding that the children in the special school are beller in their psychosocial functioning than those in the integrated schoo!. From the result of the study it can be concluded that educational set ' has an impact on the psychosocial functioning of children with visual impairment. Finally it was recommended that before integrating children with special needs in the regular class rooms some preconditions must be fulfilled like changing the altitude of teachers and sighted children towards them, •making the infrastructure of the schools suitable for them, availability of specially trained teachers etc. The children should be integrated not only physically but also socially and intellectually and their special needs must be fulfilled. Counseling services should also be provided for the children to strengthen their p ychosocial jill1ctioning. It was also recommended that it is beller for those children with visual impairment to join special schools so that their psychosocial functioning would be enhanced. The recommendation also highlights the need for further study and a revision in the current trend in special needs education. | en_US |
| dc.identifier.uri | http://etd.aau.edu.et/handle/123456789/11527 | |
| dc.language.iso | en | en_US |
| dc.publisher | Addis Ababa University | en_US |
| dc.subject | Comparative study of the | en_US |
| dc.subject | psychosocial functioning | en_US |
| dc.title | Comparative study of the psychosocial functioning of children with visual impairment in integrated and Special school settings | en_US |
| dc.type | Thesis | en_US |