Emotional Behaviour of Mentally Challenged Children Attending Special Schools : Parental Educational Intervention for Enhancing Knowledge on Behavioural
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Date
2011
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Journal ISSN
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Publisher
UAS Dharwad
Abstract
The study was undertaken during 2007-08 with objectives to study the existing
special education programmes for mentally challenged children in Dharwad-Hubli, to
assess the parental awareness and knowledge of special education, to study the
emotional behaviour of mentally challenged, to develop an educational package for
parents and teachers regarding behaviour management and test the efficacy of the
package on knowledge gained by mothers regarding problem behaviour and
management.
The study comprised of mentally challenged children attending special schools
in Dharwad-Hubli. Among 8 institutions two day schools were selected. Totally these
were 148 children of which 60 children were selected who were educable and
trainable, between the ages of 6-15 years. Emotional behaviour was studied by Prout
and Strohmes scale (1995) and Peshwaria et al. Basic-MR (1992) by interviewing
teachers and parents of the children. The schools were evaluated by questionnaire
developed by the investigator. Parents awareness regarding mental retardation was
assessed by NIMH-GEM questionnaire by Peshwaria et al. (1994).
The results revealed that six schools out of eight had good facilities.
Internalizing problems were higher in girls and externalizing problems were higher in
boys. Children with IQ 25-50 had higher emotional problems when compared to
educable IQ 50-75. Children at age 6-10 years had lesser emotional problems when
compared to 10-15 years age group. Children with early admission to school had
higher emotional problems than children attending late (above 6 years) small families
and medium size families had children with higher emotional score when compared to
large or joint families. First borns had lower emotional problems than later borns.
Higher the socio-economic status lower was the emotional problem score of children.
Mother’s knowledge and awareness was positively correlated with SES. Education of
mother was negatively correlated with emotional problem of their children.
Parental educational intervention was found to be highly significant, indicating
an increase in knowledge of mothers regarding disability and management of
emotional behaviour. Hence the educational package was found effective in
promoting knowledge to parents.