ISSN 2229-5143
JOURNAL OF DISABILITY MANAGEMENT AND SPECIAL EDUCATION
FACULTY OF DISABILITY MANAGEMENT AND SPECIAL EDUCATION
JOURNAL OF DISABILITY MANAGEMENT AND SPECIAL EDUCATION ISSN : 2229-5143 Volume 2
Number 2
July 2012
CONTENTS Editorial board
iii
Instruction to authors
iv
Editorial
v
1.
Development of Resilience in Persons with Disabilities: Dr. Ashutosh Pandit
2.
Efficacy of Proprioceptive Training in Reduction of Disability due to Osteoarthritis of Knee- A Randomized Clinical Trial: Dr. Ratnesh Kumar, Ashish Kumar & Dr. Suraj Kumar
1-17
18-26
3.
Utility Analysis of Assembled Toy Kits for Kids with Developmental Disabilities: Prof. S.Venkatesan 27-37
4.
Needs of Mothers of Children Using Cochlear Implants and Hearing Aids in Transition from Pre-School to Inclusive School: A Comparison Dr. S. Santhi Prakash, Aparna Ravichandran & Josephine Vinila. V.
38-48
Speech – Language Pathologists in Early Intervention of Children with ADHD – A Case Study: Reuben Thomas Varghese & Dr. Usha Dalvi
49-55
Developing Vocational Tasks and Peer Acceptance Among Individuals with Mental Retardation Through Peer Tutoring: S. Logeshkumar
56-63
Self-Esteem, Adjustment and Academic Achievement Among Students with Blindness: Dr. Ranjita Dawn
64 -78
Conquest of Matter by Spirit Overcoming the Bodily and Mental Limitations: Two Glaring Examples : Br. Pradeep
79-84
Learn Indian Sign Language: G.Poongothai
85-86
Success Story: Yes, We Too Can!!!: Madhavi Latha
87-89
Book Review:
90-91
5. 6. 7. 8.
JOURNAL OF DISABILITY MANAGEMENT AND SPECIAL EDUCATION Jo u rn a l o f D is a bil it y M a na ge me nt a nd S pe c i a l Ed uc a ti o n (JO DM S E) is a bi-annual publication of the Ramakrishna Mission Vivekananda Univeristy (RKMVU). The journal publishes original articles in the area of Disability Management and Special Education. It includes research articles, book reviews, success stories of persons with disability, news about conferences, letters to the editors and forthcoming events. The purpose is to promote research in the area of disability rehabilitation. The subscription rates are given below: Single copy: ` 200/-
One year : ` 400/-
Three years: ` 1000/-
Mode of payment: Payment should be made by cheque or Demand Draft drawn in favour of the “Ramakrishna Mission Vivekananda University” payable at Coimbatore FORM: IV Statement about ownership and other par culars about Journal of Disability Management and Special Educa on
1. Place of Publica on 2. Periodicity of Publica on 3. Printer’s Name Na onality Address
: : : : :
Coimbatore Bi-annual Vidyalaya Prin ng Press Indian Ramakrishna Vidyalaya Prin ng Press, SRKV Post, Periyanaickenpalayam, Coimbatore 641 020 4. Chief Editor’s and Publisher’s Name : Dr. A.T.Thressiaku y Na onality : Indian Address Ramakrishna Mission Vivekanada University, Faculty of Disability Management and Special Educa on, SRKV Post, Periyanaickenpalayam, Coimbatore 641 020 Tel: 0422 2697529, Mobile: 76392 66343 5. Name and addresses of Individuals & : Ramakrishna Mission Vivekananda University, shareholders holding morethan 1% of Faculty of Disability Management and the total capital Special Educa on, SRKV Post, Periyanaickenpalayam, Coimbatore 641 020 Tel: 0422 2697529 e-mail: jodmse@gmail.com, fdmedu@gmail.com I, Dr. A.T. Thressiaku y, hereby declare that the par culars given above are true to the best of my knowledge and belief. ii
JOURNAL OF DISABILITY MANAGEMENT AND SPECIAL EDUCATION ISSN : 2229-5143 Volume 2
Number 2
July 2012
EDITORIAL BOARD CHIEF ADVISOR Swami Atmapriyananda Vice-chancellor, Ramakrishna Mission Vivekananda University
ADVISORS Swami Abhiramananda Administrative Head, FDMSE, RKMVU
Br. Pradeep Asst. Administrative Head, FDMSE, RKMVU, Coimbatore
Dr. M. Chandramani Dean, FDMSE, RKMVU, Coimbatore
CHIEF EDITOR Dr. A.T. Thressiakutty Professor, FDMSE, RKMVU, Coimbatore
EDITOR Abhishek Kumar Srivastava Asst. Professor, RKMVU, FDMSE, Coimbatore
EXPERT MEMBERS Dr. Jayanthi Narayan
Dr. N. Muthaiah
Former Deputy Director, NIMH, Secunderabad
Principal, College of Education, Ramakrishna Mission Vidyalaya, Coimbatore
Dr. Asmita Huddar Principal, Hashu Advani College of Special Education, Mumbai
Dr. S. Venkatesan
Sri N. Narendiran
Ms. M. Annakodi
Professor, Clinical Psychology, AIISH, Mysore
Asst. Professor, FDMSE, RKMVU, Coimbatore
Audiologist & Speech Pathologist
iii
Instructions for Author(s) The chief editor invites original, scholarly articles and research papers within the aim and scope of the journal, that have not been published previously or submitted elsewhere, and that are not under review for another publication in any medium (e.g. printed journal, conference proceedings, electronic or optical medium) should be submitted to the Chief Editor, Journal of Disability Management and Special Education (JODMSE). A declaration by the author(s) that the paper(s) has/have not been sent elsewhere for publication/presentation is also required. Copyright clearance for material used in the article should be obtained by the author(s). It will be assumed that submission of the article to this journal implies that all the foregoing conditions are applicable. All articles and correspondence related to contribution should be addressed to the Chief Editor, JODMSE on the following e-mail: jodmse@ gmail.com Copyright: The authors are responsible for copyright clearance for any part of the contents of their articles. The opinions expressed in the articles of this journal are those of the authors, and do not reflect the objectives or opinion of RKMVU, FDMSE. Peer review: All Contributions submitted will be subjected to peer review. Format: The whole text manuscript must be typed in double space on one side A4 paper (including references) and should have oneinch margin at three sides and wide margin to the left side of the text. Every page should be numbered correctly including the title page. The article should confirm to APA style. Soft copy of the article should be attached and submitted to the above-mentioned e-mail. Title page: This should contain the title of the manuscript, the name of the author and at the bottom the address for correspondence including email ID, the number of authors should not exceed three. Abstract: The second page should contain iv
an Abstract of not more than 150 words, stating the purpose of the study, the methods followed, main findings (with specific data and their statistical significance if possible), and the major conclusions. Main body of the text: Articles must be concise and usually follow the following word limitations: 1 Research Papers (3000-5000 words normally, 6000-8000 words in exceptional cases) 2 Short communication (1000 – 3000 words) on new ideas/new areas work/innovation/ action research/ ongoing investigations/ conference and seminar and work shop outcomes. 3 Book reviews (1000-2000 words) Organization of the text: The general organization of research papers should be as follows: 1. Introduction should include important review of relevant studies which leads to the need, scope and objectives of the study. 2. Methodology should include sampling techniques, tool(s)/tool development and details of validation, data collection procedure and scheme of data analysis. 3. Results and discussion. 4. Conclusion. 5. Appendices may be used to amplify details where appropriate. Tables: Tables/figures should be typed at their apt position in the text. There should not be duplication of information by giving tables as well as graphs. Footnotes: Footnotes to the text should be avoided. References: References should be indicated in the text by giving the name of author(s) with the year of publication in parentheses. References should be alphabetically listed at the end of the paper. References should also be in tune with APA style.
Vol. 2. No. 2 July 2012
Journal of Disability Management and Special Education ISSN: 2229-5143
Editorial The eminent authors of various articles of the current issue have used different research methodologies mainly qualitative, single subject, experimental and cross sectional randomized survey designs. Although there may be an impression that qualitative research is new to disability studies, its history can be traced almost two centuries back. Qualitative research already has had an important impact on special education and disability studies. Perhaps the earliest contribution was the careful observations described by French physician Itard in his classic case study, the wild Boy of Aveyron, Victor who was found in the woods and presumed to be either severely environmentally deprived or abandoned by his family perhaps because of his developmental delays. When Itard experimented with interventions, he hoped it would be effective in educating and “civilizing” Victor might be seen as action research, a form of qualitative research. Another early example of a qualitative case study with action research elements is Anne Sullivan Macy’s ground breaking work with Helen Keller (Keller, 1955). The overlap of both studies with singlesubject design might be noted where in the researcher/practitioner systematically experiments with various types of interventions while carefully recording the response of the students to each approach. Qualitative research is a systematic approach to understand qualities or the essential nature of a phenomenon within a particular context. Qualitative designs do produce science based evidence that can inform policy and practice in disability studies. The first article of this issue, “Development of “Resilience in Persons with Disabilities”, is a qualitative study using multiple case-study approach. Quasi-life-histories of four students with disabilities who had been academically successful at school and were studying at under-graduate or graduate level programs were collected through extensive individual interviews. When the author, Dr. Pandit, encourages participants to recall and reflect on earlier as well as current meaningful occurrences in their lives, development of resilience is narrated through own success story by Madhavi Lata, a physically challenged person with more than 80% permanent disability due to poliomyelitis, in the last article of this issue, “Success Story: Yes, We Too Can!” Another qualitative study, the readers can find in this issue is the content analysis conducted by Br. Pradeep through the close retrospection of texts to understand themes or perspectives in the lives of two great names, ‘Ashtavakra’ and ‘Panini’, who contributed for v
Thressiakutty / Editorial
Vedanta and Grammar which give a philosophical and religious meaning to disability related issues. Single subject research plays an important role in the development of evidence-based practice in special education. It is a rigorous, scientific methodology, used to define basic principles of behavior and establish evidence-based practices. The article by Varghese & Dalvi, “Speech Language Therapists in early intervention of children with ADHD” allows readers to determine whether it is a credible example of single-subject research and a specific procedure has been followed as “evidence-based practice” via single-subject research. Another 2 articles by Dr. Kumar et al and Kumar, L employed experimental and quasiexperimental group designs which address causal questions related to disability studies. In other words, these designs permit researchers to determine whether implementation of their practice results in, or causes, a systematic change in specified outcomes within a defined population selected for these studies. The readers could judge whether high quality cross sectional randomized survey designs were used in two survey studies appear in this issue authored by Prof. Venkatesan, Dr. Dawn and Dr. Prakash in their articles titled “Utility analysis of assembled toy kits for kids with developmental disabilities”, “Self-esteem, adjustment and academic achievement among students with blindness” and “Transition needs of mothers of children with hearing impairment”. Quality indicators are the feature of research that represents rigorous application of methodology to questions of interest. They may serve as guidelines for (a) researchers who design and conduct research, (b) reviewers who evaluate the “believability” of research findings, and (c) consumers who need to determine the “usability” of research findings. High-quality research is designed to rule out alternative explanations for both the results of the study and the conclusions that researchers draw. The higher the quality of research methodology, the more confidence the researcher and readers will have in the findings of the study. JODSME expresses its gratitude to the researchers, the reviewers and the consumers for their sincere support for bringing out four issues of two volumes during 2011 and 2012.
A.T. Thressiakutty, PhD Chief Editor, JODMSE
vi
2
3
1
Parents
Educated parents
Yes
Yes
Yes
Yes
2
Caring parents
Yes
Yes
Yes
Yes
3
Appreciative parents
Yes
From age 15 yrs.
Yes
Yes
4
Positive family communication
From age 16 yrs.
From age 15 yrs.
Yes
Yes
5
Demanding parents/ high expectations
No
No
No
No
6
Effective parenting
Average
Average
Yes
Average
7
Socioeconomic advantage
Average
Average
Average
Average
8
Opportunity to make decisions
Yes
Yes
Yes
Yes
4
9
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Average
11
Yes
Yes
Yes
Average
12
Yes
Yes
Yes
Average
Good and caring schools
Average
Average
Average
Average
14
Discipline to promote self-worth
Yes
Yes
Yes
Average
15
Play and creative activities
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Healthy and caring social support network
Yes
Yes
Yes
Yes
18
Adult role models
Yes
Yes
Yes
Yes
19
Spare time
Yes
From age 12 yrs.
Yes
Yes
20
Community resources & opportunities
Average
Yes
Average
Yes
21
Yes
Poor
Yes
Poor
22
From age 16 yrs.
From age
From age
From age
13 yrs.
14 yrs.
yrs.
10
13
Grand parents
School
16 17
Other
5
1
Endowment
2
5 6 Traits
Learning Activeness
15 16
Social Competence
17 18 19 20 21
Social Values
22 23
Self
24 25 26 27 28 29
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
No
Yes
Yes
Yes
No
No
Problem-solving skills
4
8 9 10 11 12 13 14
Yes
After age 14 yrs. Resourcefulness Yes After age Planning and decision making 15 yrs. After age Faith and religious affiliation 10 yrs.
3
7
To recover from calamity/ hardships Seeing problems as opportunities
Hostility
No
No
No
Depression Withdrawal/Seclusion Coping with disappointments Intellectual skills Functioning in learning/Grades Initiative Functioning in self-care Active at home, school, and community
No Yes Average Average C-B Yes Yes
Yes Yes Average Average C-B Yes Yes
No No Yes High B-A Yes Yes
After age 14 yrs. After age 16 yrs. No Yes Average High B Yes Yes
Yes
Yes
Yes
Yes
Following rules
Yes
Yes
Yes
Yes
Good Yes Yes Yes
Good Yes Yes Yes
Good Yes Yes Average
Yes
Yes
Yes
Yes
Yes
Average
Inter-personal skills Average Peer relations/Close friendship Yes Conflict resolution skills Yes Average Sense of Equality and Social Yes Justice Responsibility towards others Yes Sense of Self-efficacy
After age 14 yrs.
Self-esteem
Reasonable Yes Yes +ve Yes At age 15 yrs.
View of personal future Turning Point
Event/s
6
After age After age 10 yrs. 8 yrs. Very High High Yes Yes Yes Yes +ve +ve Yes Yes At age 14 At age yrs. 12 yrs.
After age 8 yrs Reasonable Yes Yes -ve Yes Nil
7
8
9
10
11
12
13
14
15
16
17
18
19
20
AGE
53.18 (6.88)
53.32 (5.36)
- 0.07
0.94
WEIGHT
62.04 (5.97)
61.95 (8.06)
0.04
0.97
HEIGHT
155.54 (3.07)
156.86 (3.98)
- 1.23
0.22
BMI
25.69 (2.68)
25.17 (3.12)
0.59
0.56
21
P0
4.86(0.99)
5.14(0.77)
-0.85
0.393
P4
2.18(0.66)
2.91(0.81)
-2.78
0.005
FD0
23.32 (1.67)
23.59 (2.56)
-0.70
0.485
FD4
6.95 (2.34)
10.00 (3.49)
-3.01
0.003
300
7.61(1.94)
8.49(2.90)
-1.18
0.24
304
4.98(2.00)
6.49(2.26)
-2.35
0.02
450
7.92(2.92)
8.07(2.28)
-0.19
0.85
454
5.21(2.45)
6.69(1.90)
-2.24
0.03
600
6.31(2.68)
6.21(2.77)
0.12
0.90
604
3.59(1.52)
5.78(2.32)
-3.71
0.001
22
FORWARD0
7.6(2.31)
7.4(2.26)
-1.12
0.32
FORWARD4
10.4(1.16)
9.4(0.86)
-0.22
0.08
BACKWARD0
5.6(1.26)
5.4(1.15)
0.26
0.22
BACKWARD4
9.2(2.70)
7.2(1.32)
-0.18
0.87
RIGHT0
8.4(2.68)
8.8(2.80)
-1.26
0.32
RIGHT4
12.8(2.80)
10.8(1.12)
-2.21
0.25
LEFT0
7.2(2.32)
7.6(3.4)
-1.18
0.27
LEFT4
10.4(1.28)
9.2(1.8)
-2.48
0.14
TUG0
18.80(1.85)
18.06 (1.83)
1.08
0.29
TUG4
13.80(1.65)
15.34(1.67)
-2.52
0.02
23
TCS0
14.70(1.85)
13.04 (1.83)
1.06
0.240
TCS4
8.80(1.68)
10.33(1.65)
0.58
0.018
OLS0
7.40(1.12)
7.80(1.60)
-1.04
0.29
OLS4
12.20(1.26)
10.60(1.24)
-2.52
0.02
24
25
26
27
28
29
30
Overall
83
58.0
2.7
Mothers
45
57.9
3.0
Teachers
38
58.1
2.2
Respondent
31
T: 0.339; df: 81: SED: 0.59; P: 0.736 (NS)
Mothers Age Below 26
21
58.1
3.1
T: 0.3748; df: 43; SED: 0.91;
Above 26
24
57.8
3.03
P: 0.709 (NS)
Below30
21
57.1
2.1
T: 3.664; ,df: 36; SED: 0.63;
Above30
17
59.4
1.8
P: 0.001; (VHS)
Under Graduate
24
57.8
2.6
Graduate
36
58.0
2.7
Post Graduate
23
58.3
2.7
14 19 12
57.6 58.1 57.9
2.9 2.9 3.4
10
57.9
2.3
Graduate
17
57.9
2.5
Post Graduate
11
58.6
1.8
Nuclear
27
57.6
2.9
T: 0.961; df: 73; SED: 0.92;
Non-Nuclear
18
58.4
3.2
P: 0.342; (NS)
Below 5
25
57.6
3.189
T: 0.773; df: 43; SED: 0.91;,
Above 5
20
58.3
2.792
P: 0.444 (NS)
No School
13
58.0
3.3
T: 0.120; df: 43; SED:1.00;
School
32
57.9
2.9
P: 0.905; (NS)
Diagnosis Mental Retardation
25
57.9
3.0
Hearing Impairment
30
57.9
2.3
At Risk Multiple Handicap Expressive Speech Delay
17 7
57.9 58.1
3.4 1.7
4
59.0
0.8
30 15
57.7 58.3
2.9 3.3
Teacher’s Age
EQ (Overall)
F: 0.211; p: 0.810 (NS)
EQ (Mother) Under Graduate Graduate Post Graduate EQ (Teacher) Under Graduate
F: 0.095; p: 910 (NS)
F: 0.432; p: 0.652 (NS)
Family
Child Age
Child School
Family Size Below 5 Above 5
32
T: 0.659; df: 43; SED: 0.96; P: 0.514 (NS)
1
Activity Enabling
3.8
0.9
3.8
0.9
3.8
0.9
2
Cost
3.0
0.5
2.8
0.4
2.9
0.5
3
Educational Worth
4.3
0.7
4.4
0.7
4.4
0.7
4
Entertainment Attraction
4.4
0.6
4.5
0.5
4.4
0.5
5
Frequency of Usage
4.0
1.0
4.0
1.0
4.0
1.0
6
Function Achieved
4.3
0.8
3.9
0.7
4.1
0.8
7
Learning Opportunity
4.2
0.6
4.2
0.4
4.2
0.5
8
Mainstreaming Avenue
3.7
0.8
3.8
0.7
3.8
0.7
9
Maintenance
3.2
0.6
3.3
0.6
3.2
0.6
10
Packaging
3.0
0.7
3.1
0.6
3.1
0.6
11
Quality of Items
3.7
0.6
3.6
0.5
3.7
0.6
12
Reinforcement Value
4.5
0.6
4.2
0.4
4.4
0.5
13
Safety Aspects
3.9
0.7
4.2
0.5
4.1
0.7
14
Supporting Manual
4.7
0.5
4.8
0.4
4.7
0.5
15
Time Used Up
3.9
0.5
3.9
0.5
3.7
0.5
57.9
3.0
58.1
2.2
58.0
2.7
33
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
0.91 0.93 0.89 0.84 0.84 0.79 0.83 0.92 0.86 0.87 0.77 0.82 0.81 0.84
0.87 0.85 0.84 0.92 0.92 0.88 0.79 0.75 0.77 0.76 0.79 0.89 0.79
0.79 0.82 0.78 0.79 0.83 0.87 0.85 0.84 0.80 0.79 0.83 0.88
0.84 0.81 0.78 0.79 0.84 0.77 0.73 0.78 0.87 0.74 0.86
0.84 0.80 0.85 0.85 0.78 0.80 0.89 0.83 0.83 0.85
0.85 0.79 0.89 0.89 0.74 0.78 0.87 0.79 0.83
0.84 0.82 0.94 0.82 0.80 0.83 0.77 0.84
34
0.86 0.78 0.82 0.80 0.87 0.83 0.82
0.85 0.94 0.85 0.84 0.84 0.84
0.86 0.86 0.82 0.85 0.89
0.81 0.83 0.86 0.79 0.84 0.81 0.78 0.91 0.89 0.82
-
35
36
37
38
39
below 25yrs 26-30yrs 31-35yrs below 25yrs 26-30yrs 31-35yrs < graduation > graduation < graduation >graduation Housewife Housewife <6500 >6500 <6500 >6500
CI (20) Age of the mother HA(20) CI Education status of mother HA Occupation of mothers
CI HA CI
Socio economic status HA 40
10 7 3 12 6 2 6 14 5 15 20 20 15 5 12 8
41
1.
I need information regarding how well the school will meet the needs of my child.
75
79
2.
I need information on the developmental characteristics of other children at age of School.
64
65
3.
I need to know what my child will be taught.
65
68
4.
I want to know if my child’s developmental level and skill are appropriate for School.
74
76
5.
I need information about the similarities and differences between School and preschool.
72
78
6.
I need information on the rules that my child and I should observe.
79
86
7.
I need to know what the School teacher and administrators would expect from me and my child.
71
78
8.
I need information about where my child could be evaluated to determine if s/he will attend School.
66
67
9.
I need information about Schools that my child can attend.
65
69
10.
I need to know how I can establish contact with Schools available for my child and visit them to observe.
67
64
11.
I need information about what I should be watching for during my observation to choose the School for my child.
70
74
12.
I need to know how I can help my child to get him/her ready for School.
70
72
68
60
84
89
78
84
13. 14. 15.
I need to know what information I should provide to School administration during my child’s enrollment. I need information about my legal rights regarding my child’s acceptance to School I need information about places that I could apply in case that my child would not be accepted by School.
16.
I need to know how I can inform the School teacher about the disability and characteristics of my child.
55
77
17.
I need to know how I can communicate my expectations from him/her to the School teacher
60
61
18.
I need know what I should do to introduce my child to the other children in the class.
75
82
59
59
67
59
I need to know how I can give information about my child to other parents I need to know how I can meet with parents with similar circumstances to share our experiences.
70
58
69
78
23.
I need to know how I can solve my child’s problems in cooperation with the School teachers.
72
76
24.
I need information about the persons and places in or out of school from which I can get information when my child experiences a problem
71
75
19. 20. 21. 22.
I need to know what I should do to provide cooperation between the special education teacher and School teacher. I need to know if my child would need special education while she is attending a School.
42
100 80 Mean
60
values 40
CI HA
20 HA
0 B elow 25 yrs
CI 26-30 yrs
31-35 yrs
age
43
mean values
90 80 70 60 50 40 30 20 10 0
CI HA HA CI < g ra d u a tio n
Education of mothers
44
> g ra d u a tio n
mean values
90 80 70 60 50 40 30 20 10 0
CI HA HA CI < R s. 6,500
> R s. 6,500
Socio-economic status
45
46
47
48
49
50
51
70
60
50
40
30
20
10
0 1st
2nd
Ba s e L in e s
3 rd
4 th
5 th
6 th
7 th
8 th
9 th
Th e ra p y S e ss io ns
52
1 0 th
1 1 th
1 2 th
1 3 th
1 4 th
1 5 th
80
70
60
50
40
30
20
10
0 1st Base
2nd
3 rd
4 th
5 th
6 th
7 th
8 th
lin e
9 th
10th
T h e ra p y S e ss io n s
53
11th
12th
13th
14th
15th
50
40
30
20
10
0 1st
2nd Base Line
3rd
4th
5th
6th
7th
8th
Therapy Sessions
54
9th
10th
11th
12th
13th
14th
15th
55
56
57
58
59
1.Overall: Pre test
5
46.8
3.70135
Overall: Post test
5
101
1.87083
1.1 Free Hand Sketching: Pre test
5
19.2
1.30384
Free Hand Sketching: Post test
5
47
2.12132
1.2 Sectioning: Pre test
5
13.2
1.30384
Sectioning: Post test
5
25.6
2.12132
1.3 Law of resistance: Pre test
5
14.4
2.07364
Law of resistance: Post test
5
28.2
1.78885
60
4
50.763
.001
4
34.750
.001
4
13.371
.001
4
8.659
.001
Overall: Pre test
35
49.94
2.72246
Overall: Post test
35
62
5.95544
34
61
13.342
.001
3. Overall: Pre test
5
52.4
4.61519
5
64.8
1.64317
3.1 Cognitive domain: Pre test
5
16.4
1.81659
Cognitive domain: Post test
5
20.6
.89443
3.2 Affective domain: Pre test
5
26.8
2.38747
Affective domain: Post test
5
32.2
.83666
3.3 Conative Domain: Pre test
5
9.2
.83666
Conative Domain: Post test
5
12
.00000
Overall :Post test
62
4
6.311
.003
4
5.715
.005
4
4.630
.001
4
7.483
.002
63
64
65
66
Blind
10
10
10
10
10
10
10
10
Sighted
10
10
10
10
10
10
10
10
67
68
69
70
71
Groups (Blind/Sighted)
1
490.00
490.00
3.75
0.06
School Settings(Int/Non-Int)
1
950.63
950.63
7.27
0.01**
Groups X Settings
1
1000.0
1000.0
7.65
0.01**
Error
156
20401.35
130.78
72
Groups (Blind/Sighted)
1
6.01
6.01
1.02
0.31
School Settings(Int/Non-Int)
1
1.06
1.06
0.18
0.67
Grades
3
14.22
4.74
0.81
0.49
Groups X Settings
1
1.06
1.06
0.18
0.67
Groups X Grades
3
6.32
2.11
0.36
0.78
Settings X Grades
3
65.57
21.86
3.73
0.01**
Groups X Settings X Grades
3
13.17
4.39
0.75
0.53
144
844.70
5.87
Error
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
JO DMS E Vol u m e 2 Nu m b er 2 Ju l y 2 01 2 ISSN 222 9-51 43
RAMAKRISHNA MISSION VIVEKANANDA UNIVERSITY PO Belur Math, Howrah, West Bengal, 711202, India, Phone: 91-33-26549999, Fax: 91-33-26544640, Web: www.rkmvu.ac.in
FACULTY OF DISABILITY MANAGEMENT AND SPECIAL EDUCATION SRKV Post, Periyanaickenpalayam, Coimbatore - 641 020 Phone: +91 422 2697529, Fax: +91 422 2692353, E-mail: jodmse@gmail.com, fdmedu@gmail.com, Web: www.vihrdc.org