Indian Journal of Health and Wellbeing

Wasim Ahmad ¹, Sita Ram Pal ²

Affiliations
1 RKMVU, FDMSE, Coimbatore, IN
2 Mamta Mandir, Gujarat, IN

Abstract

The psychosocial development is highly essential for any individual for the smooth functioning of the self as well as with respect to social context. Even though emotional intelligence is not a new concept which has been used by the psychologists and other school psychology professionals in the regular schools since few decades, very less importance is given to the emotional aspects of the children with special needs in the inclusive set ups where they are integrated along with normal peers. This paper discusses the responsibility of the regular teachers in meeting the diverse emotional and social needs of children with disabilities in inclusive setups. This paper is an attempt to analyze how psychosocial development can be enhanced using emotional intelligence among the children with special needs. It also suggests about few practices in school psychology that can successfully meet the heterogeneous needs of children with disabilities and empower them in terms psychosocial development.

Keywords

Psychosocial Development, Children with Special Needs, Emotional Intelligence.

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Sita Ram Pal ¹, Mahendra Kumar ², Arun Banik ³

Affiliations
1 Dr. Babasaheb Ambedkar Open University Ahmedabad, Gujrat, IN
2 Sardar Patel University, V. V. Nagar, Anand, Gujrat, IN
3 AYJNIHH Mumbai, IN

Abstract

The purpose of the present study is to emphasize the need for developing semantic language through oral-Aural programme in pre-primary level of children who are deaf and hard of hearing. The study focused on the significance of auditory reception skills vs. visual reception skills of children who were taught through aural-oral programme. The study was conducted on 34 children in the age range of 6 years to 10 years having severe to profound hearing loss. The standardized tool Language Profile Test (LPT) was used to conduct pre&post test for the study. The treatment program was given to17 hearing impaired children at pre- school for more than 30 sessions. Results of the study revealed that all the experimental subjects 6-10 years have achieved high mean scores in both receptive skills and in expressive language skills. Significant difference was found at the level of 0.01. It means that the oral-aural programme is effective for the language (semantic) development. Hence, the parents, pre-school teachers, audiologist and speech language pathologist would bring about significant changes in deaf and hard of hearing children.

Keywords

No Keywords

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