Comparative study of the psychosocial functioning of children with visual impairment in integrated and Special school settings
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Date
2006-07
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Addis Ababa University
Abstract
The purpose of this study was to compare the psychosocial fill7c tianing of children with
visual impairment in integrated and special school setlings. To conduct this study 32
children (M= 15, F=17) were purposefully selectedFom German (integrated) and Sebeta
(spec ial) school and instruments 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. 0.5 there
is Significant difference in the psychosocial functioning of those children in the two
schools. When specifically looking into the variables the significant difference is
observed 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 Fom most of the
respondel1ls in the "pecial School is in line with many of the quantitative findings
whereas what was found Fom 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 school. From the result of the study
it can be concluded that educational selling has an impact on the psychosocial
fimctioning of children with visual impairment. Finally it was recommended that before
integrating children with special needs in the regular class rooms some preconditions
must befii/filled like changing the attitude of teachers and sighted children towards them,
making the inFastructure of the schools suitable for them, availability of "pecially
trained teachers etc. The children should be integrated not only physically but also
socially and intellectually and their special needs must be }ii/}illed. Counseling services
should also be provided for the children to strengthen their psychosocial fu nctioning. It
was also recommended that it is better for those children with visual impairment to join
special schools so that their psychosocial function ing would be enhanced. The
recommendation also highlights the need for further study and a revision in the current
trend in special needs education.
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Keywords
psychosocial functioning of children