Vijeta
Rai
The individual
is part and product of his society. His social relationship, status and
performance are the vital areas of his social functioning. He lives in a society,
community, neighbourhood and family not only as an individual but as a responsible
person with multiple roles in a complex network of social relationship. The concept
of full and happy life is linked with the individuals’ healthy social adjustments
and social functioning Key to all social adjustment and functioning is EDUCATION
which shows a path for complete living. Education is the process through which
the child makes internal and external. It is control of environment as it is
the development of all those capacities in the individuals which enable him to
control his environment and fulfil his possibilities.
Themes of education not only apply to normal
children but also to the children with special need as said “Education is not filling a bucket but
lighting a fire”. “A Fire lighting a candle in life of those
who feel that they are not a part of existing society”. When such person were not able to gather information
properly and completely, concept of special education came in an unframed
pattern but the objective was to identify the educational needs of those
children and make them a good and productive citizen of India. “Special Education means specially designed
instructions which meets the unique need of a special child, Special materials,
teaching techniques, equipments and or facilities may be required. Special
education offers a continuous form of special teaching for children who need
either special environment, special medical treatment, special method of
teaching or curriculum.1
“A special education programme
is one that provides a pupil with direct services of a trained special
educator, who uses a unique curriculum a direct method, and/or specialized
instructional material which are quite different from those traditionally
available in a the regular grades.”2 “Special
education refers to instruction i.e. specially designed to meet the needs of
exceptional children .It involves designing the physical environment in the
class room.3
Education for all has received high
priority in the planned schemes of government of India. Education for the
disabled received special attention in “EFA” whose one of the objective is to reduce
dependence upon the caretakers and develop a positive self image. These
objectives can be fulfilled only when the students with hearing impairment are
trained in ‘Pre-Integration Camp’ with full zeal and energy.
Objective:
·
To study the approach of committee
selected for the running of pre-integration camp.
·
To study the approach of special educator in
pre-integration camp towards the hearing impaired children.
·
To study the teaching process and
teacher communication.
·
To study the peer behavior in class
room.
Hypothesis:
1. The
committees under SSA will More than 80% of Committees will show a positive
attitude towards pre-integration camp.
2. Attitude
of more than 80% of special educator will be positive towards teaching hearing
impaired in pre-integration camp.
3. Effective
teaching communication and teaching process will be in more than 80% in
Pre-integration camp.
4. More
than 80% of children under pre-integration camp will show a co-operative
behavior among them.
Tools and Administration:
Tools-
Questionnaire is used to know
the education quality of H.I Children. This
tool is developed by the suggestions and guidance. The Questionnaire is divided
into three parts : in group (A) the questions related with selection committee,
in group (B) with children and in group (C) is teacher. Total no. of question is
39.
Administration
or Method- Survey method is used to collect and analysis the
data of different components, population has been taken from. re-integration
camp of Mau, Ballia and Azamgarh districts. Random sampling is done on this
population only.
Data Collection and its Analysis- The data has been collected from all the groups by asking
questions to them. Analysis to enhance the interest in learning could be
promoted by use of teaching learning material (TLM) and by group teaching. It was
also found that medical assessment of special children has been done by the experts.
It was also seen
that Speech and Audio training has been included in the time table. All
children are imparted with regular speech and audio training. Residual helps in
giving audio training to a hearing impaired child. This was admitted by
teachers of all the districts taken for study. While teachers of Mau assure
that speech training is not effective but teachers of Azamgarh and Ballia
mentioned that speech enhancement is also countable in audio speech training.
Result- The members of selecting committee of
district mau has accepted that special children need treatment of pre
integration camp .The percentage of level of acceptance was 66.66% same was the
reaction of selecting committee of azamgarh .but the third member of the
committee totally denied the utility of pre integration camp .All members from
district Ballia accepted the utility of pre integration camp. Members of
committee are aware and conscious about the education of children. Basic
education officer/district integration education/city education officer presented
their view inflators of pre-integration camp stating that pre integration camp
is a major measure for the development of education of special child.
Question relating to educational
rehabilitation also got full favour of the selecting committee members of
Ballia districts. Two members of mau and azamgarh district showed their favour
in the respect.
Members of all districts hopeful to
the aspects that the educational facility is provided are qualitative. Role of
special educator in education of special child is helpful it was admitted by
two members of mau and ballia respectively. But the member of district azamgarh
does not show full satisfaction in his regard.
Question related to special educator
(female) got a positive response from special children 83.33% children of mau, 91.17%
from ballia, 92.75% from azamgarh can identify their teacher .Children possess
a positive attitude and concept formation about the teacher .When questions
were asked the punishment given by the teacher the reply was 22.22%, 82.76%, 78.26%, from district mau ,ballia, azamgarh respectively .
When questions were asked keeping in
view the behaviour of teacher like do your teacher address you by your name?
The reply was 100%, 98%, 55%, from district mau, ballia, and azamgarh,
respectively. This shows that they are addressed by their name and they possess
a good teacher relationship.
On the topic of quarrelling student
stated that they do not do so but a 5% in its favour. When questions were asked
about co-operation and co-ordination among the children the reply was 77.7%, 89.70%,
94.20%, was from mau, ballia, azamgarh districts respectively.
Indeed some students presented
negative behaviour on these questions. It may be due to lack of mainstreaming
and peer support. When query was made regarding group regarding group education
and peer tutoring answer was 88.33%, 91.17%, 95.6% of districts mau, ballia and
azamgarh respectively. The responses in negative were average.
Conclusion: It may be
concluded from the study that there was the need felt to make parents more
aware about remaining .Residual hearing and its functions. It was also felt
that different counseling camp for the parents of special children should be
organized to make them aware about the utility about the special education, vocational
education, for making better life of their dear ones. They should be made
psychologically well proved about their child behavior, handling attitude, and
the emotional support demanded by the child from the family and committee.
It was also felt that a barrier free
environment should be promoted in pre integration camp along with healthy
competition among peers regarding their performance. It was also felt that
special educator should take more steps to make pre integration camp
entertaining point for the children and the teacher should focus on play way method,
so that a child can use other sense organ for learning. It is also come to
notice of researcher that more group activity among the children should be
promoted to develop the feeling of unity and social gathering.
Reference:
1. Gazette of India, Ministry of law, justice & company affairs (1996),
the person with disabilities (Equal opportunities, protection of rights, a full
participation) Act,1995.
2. Allyn and Bacon, Exceptional learners, 2000, PP-12, 19, 24, 27.
3. Jangira, J.K. (1989), Education of the Disabled Children, forgotten
Areas of Research in Education, New Delhi, 25-28 September.
4. M.R. Levera, Lucknow University, Model paper Third, "Theory of
Education".
Vijeta Rai
Research scholar, Dept. of
B.ed.(H.I.)
N.G.B.University,
Allahabad.
