Informatics Publishing Limited

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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Pankaj Kumar ¹, Wasim Ahmad ²

Affiliations
1 Special Education, Karam ManovikasSansthan, Alwar, Rajasthan, IN
2 Special Education (Intellectual Disability) Govt. Rehabilitation Institute for Intellectual Disabilities (GRIID), Chandigarh, IN

Abstract

Self-concept plays a vital role in one's life. It becomes essential for the teachers to have a better concept of self which helps them to provide better services and learning opportunities to their students. Study was conducted to find out the self-concept among teacher trainees pursuing B. Ed. general and special education. Teachers trainees doing special education (n=55) and general education (n=42) were selected using a cluster sampling technique. The SelfConcept scale developed by Deo (1998) was used. Finding revealed that B.Ed. Special Education teacher trainees showed lower self-concept compared to General B.Ed. teacher trainees with a significant difference between both group (t=8.45, p=0.000). Conclusion: The study focuses on the self-concept which is vital for developing interest, building character and succeeding according to individual differences.

Keywords

Self-concept, Special Education, General Education, Teacher Trainees.

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