EFFECTS OF GENERAL VERSUS SPINAL ANESTHESIA OVER APGAR SCORE OF NEWBORNS

157 Pages·2017·91.72 MB·English

Addis Ababa University
School of Graduate Studies
Comparative study of the psychosocial functioning of
children with visual impairment in integrated and
Special school settings
Senait G /Medhin
July, 2006
Addis Ababa University
School of Graduate Studies
Comparative study of the psychosocial functioning of
children with visual impairment in integrated and
Special school settings
Senait G/Medhin
July, 2006
Comparative study of the psychosocial functioning of
children with visual impairment in integrated and
Special school settings
•
A thesis submitted to the School of Graduate Studies of
Addis Ababa University in partial fulfillment of the requirements
for the Degree of Master of Arts in Special Needs Education
Senait G/Medhin
July, 2006
Addis Ababa
• •
Addis Ababa University
School of Graduate Studies
Comparative study of the psychosocial functioning of
children with visual impairment in integrated and
Special school settings
Senait G /Medhin
Department of Psychology
Approval of Board of Examiners
Chairman, Department Graduate Committee
ture
~
Acknowledgment
I would like to express my gratitude to Dr.R.S.Kumar for giving me his
valuable advice through out the year.
I am very grateful to some of my class mates, measurement and
evaluation post graduate student (Addis zemen Hawas) and Special
needs post graduate student (Reta Kumsa) who helped me when I face
difficulties in my work.
Finally, my thanks also go to my families for their financial and moral
support.
Table of Contents
Acknowledgment --------------------------------------------------------------------------------------
Table of contents --------------------------------------------------------------------------------------- II
List of tables --------------------------------------------------------------------------------------------- v
• List of figures ------------------------------------------------------------------------------------------- VII
Acronyms ----------------------------------------------------------------------------------------------- VIII
Abstract -------------------------------------------------------------------------------------------------- IX
Chapter One: Introduction --------------------------------------------------------------------------
1.1. Background of the problem/study ------------------------------------------------------
• 1.1.1. Background of Efficacy studies _____________________________________________ 1
1.1.2. Characteristics of segregation --------------------------------------------- 2
I.I.2.a. Definition of segregation ----------------------------------------- 2
I.I.2.b. The concept of segregation --------------------------------------- 3
I.l.2.c. Rational for segregation / segregated education --------------- 4
1. 1.3. Characteristics of integration ----------------------------------------------- 4
1.1.3.a. Definition of integration ------------------------------------------ 4
I.I.3.b. The concept of integration -------------------------------------- 5
I.I.3.c. Forms of Integration ---------------------------------------------- 6
--
1.1.3.d. Rational for integration -----------------------.::'------------------ 8
1
1.2. Concepts in psychosocial functioning ------------------------------------------------- 9
1.2.1. The conce 10
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1.2.2. The concep 11
~=:::;~-:-
1.2.3. The concept of psychological adjustment to handicap ------------------- 11
(lp.
The concept of social skill ----------------------------~---------------------_c£I:D
1.2.5. The concept of independence ----------------------------------------------- 14
1.2.6. The concept of social adjustment to handicap ---------------------------- 15
1.3. Statement of the problem ---------------------------------------------------------------- 16
1A. Objectives of the problem --------------------------------------------------------------- 17
1A. 1. General objectives ------------------------------------------------------------ 17
1.4.2. Speci fic objectives ------------------------------------------------------------ 17
11
1. 5. ignificance of the study --------------------------------------------------------------- 18
1.6. Delimitation of the study ---------------------------------------------------------------- 18
1. 7. Limitations of the study ---------------------------------------------------------------- 19
1.8. perational definition of terms --------------------------------------------------------- 19
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t
Chapter Two : Review of related literature --------------------------------------------------------- 21
2.1. Historical development of Education for the blind ----------------------------------- 21
2.2. Blind education in Ethiopia ------------------------------------------------------------- 22
2.3. Special versus integrated education -------------------------------------------------- 24
2.3.1. Efficacy Studies 24
• 2.3.2. The efficacy of special versus integrated education on the
psychological functioning of children with visual impairment---------------- 26
2.3.2.a. Self- esteem ------------------------------------------------------- 26
2.3.2.a.l. Comparison of the self- esteem of Children with
visual impairment in integrated and special schools --------- 26
tl
2.3 .2.b. Self -confidence -------------------------------------------------- 30
2.3.2.b.l. Comparison of self- confidence of children with
visual impairment in integrated and special schools --------- 30
2.3.2.c. Psychological adjustment to handicap ------------------------- 33
2.3 .2.c.l. Comparison of psychological adjustment of
children with visual impairment in integrated and special
schoo I s -------------------------------------------------------------- 33
2.3.3. The efficacy of special and integrated education on the social
functioning of children with visual impairment -------------------------------- 36
/ 2.3.3 .a. Social skill --------------------------------------------------------- 36
2.3.3.a.1. Comparison of the social skill of children with
visual impairment in integrated and special schools---------- 36
2.3.3. b. Independence ----------------------------------------------------- 39
2.3.3.b.l. Comparison of the independence of children with
visual impairment in integrated and special schools --------- 39
111
2.3.3.c. ocial Adjustment to handicap --------------------------------- 42
2.3.3.c.l. Comparison of the social adjustment of children
with visual impairment in integrated and special schools----- 42
•
• hapter Three : Methodology ----------------------------------------------------------------------- 46
3.1. ources of data /subjects ---------------------------------------------------------------- 46
3.2. Instrum en ts -------------------------------------------------------------------------------- 48
3.3. Data collection proced ure --------------------------------------------------------------- 54
3.3.1. The pilot study ---------------------------------------------------------------- 54
3.3.2. The main study ---------------------------------------------------------------- 55
3.4. Statistical treatment and analysis of data -------------------------------------------- 56
3.4.1. Independent variable --------------------------------------------------------- 56
3.4.2. Dependent variables --------------------------------------------------------- 56
3.4.3. Intervening variables --------------------------------------------------------- 56
3.4.4. Data analysis ------------------------------------------------------------------ 57
Chapter Four: Result ---------------------------------------------------------------------------------- 58
Chapter Fi ve : Discussion ----------------------------------------------------------------------------- 85
Chapter Six: Summary and Conclusion ------------------------------------------------------------ 103
Recommendation --------------------------------------------------------------------------------------- 104
References
Appendices
IV
List of Tables Page
Table 1: Form of integration adapted from Soder (1980) ---------------------------- 6
Table 2: Cascade model of integration by Gear heart and Weishahn --------------- 8
Table 3: Background information of children with visual impairment in the two
•
• schools----------------------------------------------------------------------------- 47
Table 4: Sex, age. grade level and the educational settings of children with
visual im pairmen t- --------------------------------------------------------------- 58
Tabl 5: Severity (of the problem), age of onset and presence of other
di sa b iii ti es------------------------------------------------------------------------- 60
Table 6: Data and result of t-test on self confidence between children with visual
impairment in integrated and Special Schools ------------------------------- 62
Table 7: Data and result of t-test on self - esteem between children with visual
impairment in integrated and Special Schools ------------------------------- 62
Table 8: Data and result of t-test on psychological adjustment between children
with visual impairment in integrated and Special Schools----------------- 63
Table 9: Data and result of t-test on social adjustment between children with
visual impairment in integrated and Special Schools----------------------- 63
Table 10: Data and result of t-test on Social skills (as perceived by their teachers)
between children with visual impairment in integrated and Special
Schools ---------------------------------------------------------------------------- 64
Table 11: Data and result of t-test on functional independence between children
with visual impairment in integrated and Special Schools----------------- 64
•
Table 12: Data and result of t-test on the psychosocial functioning of children
with Visual impairment in integrated and Special Schools ---------------- 65
Table 13: Summary of the t-test result on self-confidence, self-esteem
psychological adjustment, social adjustment, social skill functional
independence and psychosocial functioning of children with Visual
impairment in integrated and Special chools ------------------------------- 66
Table 14: elf-confidence of children in special and integrated school as
perceived by their teachers and care giver ---------------------------------- 67
v
t
Tabl 15: elf-e teem of children in special and integrated school as perceived by
th ir teachers and care gi vers -------------------------------------------------- 70
Table 16: Psychological adjustment of children in special and integrated school as
perceived by their teachers and care givers ---------------------------------- 73
Table 17: Social adjustment of children in special and integrated school as
perceived by their teachers and care givers ---------------------------------- 75
Table 18: Social skill of children in special and integrated school as perceived by
their teachers and care givers -------------------------------------------------- 78
Table 19: Functional independence of children in special and integrated school as
perceived by their teachers and care givers ---------------------------------- 79
Table 20: Psychosocial functioning of children in special and integrated school as
perceived by their teachers and care givers ---------------------------------- 82
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VI
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