Parental involment and exceptions in promoting social and personal skills of mentally challenged children
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Date
2009
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Publisher
UAS, Dharwad
Abstract
A correlation design to know parental involvement and expectations in promoting
social and personal skills of mentally challenged children was undertaken during the year
2008-09 in Hubli and Dharwad city of Karnataka state. Mentally challenged children in the
age group of 5-16 years formed the population. The sample of 53 children were drawn from 3
special schools. BASIC-MR developed by Peshawaria and Venkatesan (1992) was
administered to teachers to assess the social and personal skills of children. Parental
involvement and expectations was assessed by using self-structured tool. A combination of
Aoran et al. (1969) and Venkataramiah (1983) was used to assess socio-economic status of
family.
Results revealed that a higher percentage of children (39.62%) had acquired moderate
level of skills followed by low (35.5%) and high levels (24.53%). Age of children, degree of
disability, associated disability, age at identification of disability and degree of constraint had
significant influence on the acquisition of skills among children. Majority of parents
(71.70%) fell in low involvement in developing the skills among children and 28.30 per cent
had moderate involvement while none of the parents were in high level. Child’s age, degree
of disability, associated disability, age at admission to special schools and degree of
constraint had significant influence on the parental involvement. More than 96 per cent had
low expectations and very few (3.77%) had moderate expectations in acquisition of skills of
children. Ordinal position, father’s occupation had significant influence on the parental
expectations. Parental involvement brought a variation of 61per cent on social and personal
skills of children while degree of constraint influenced to the extent of only 4 per cent
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Human Development