Typically Developing children in Indian mainstream classrooms: Buddies or Bullies of Children with Special Needs

Authors: Kadambari Naniwadekar, Dr. G. Malar, Mr. Harish Kumar, Ms. Asha Suresh E. G.

Pages: 1-8

Abstract:

Education is a powerful instrument of social change, and often initiates upward movement in the social structure. There by, helping to bridge the gap between the different sections of society. The educational scene in the country has undergone major change over the years, resulting in better provision of education and better educational practices. The Kothari Commission 196466), the first education commission of independent India, observed: ―the education of the handicapped children should be an inseparable part of the education system.‖ This would allow for community participation in education at the elementary level and would introduce radical change, leading to the empowerment of Children with Special Needs. Children with Special Needs represent an especially vulnerable class of citizens, and special laws and policies have been in place for over 40 years promoting full participation and integration of these children into society—particularly that aspect of society in which they are so deeply immersed. Children with Special Needs often have difficulties with peer relationships. Since not much had been studied about the attitudes and awareness of the so called ―normal‖ children studying in inclusive setup, this study was undertaken to find out the same. For this purpose an attitudinal scale had been constructed with 10 statements. A pilot study was carried out, involving 10 typically developing children attending regular schools. The overall attitudes were encouraging, with children exhibiting 61% positive attitudes. Among the sample group girls were better disposed with 76.65% positive attitude compared to boys with 54.3%. The entire sample covered children between 6-15 years of age. Older children were found to be more positive towards their peers with special needs. (with 70% scores), compared to younger children in lower primary grades (with 58% scores). As credibility of attitudinal scales is less reliable, the actual study will incorporate and awareness measure also.