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Social Behaviour of Sensory Challenged and Non-disabled Children attending Inclusive Schools

Author Affiliations

  • 1Department of Human Development and Research Centre, Smt. V.H.D. Central Institute of Home Science, Seshadri Road, Bangalore 560 001, Karnataka, INDIA

Int. Res. J. Social Sci., Volume 3, Issue (2), Pages 30-33, February,14 (2014)


School is a central place where children learn, grow, and refine their social skills as well as their behaviour. It is a place where children can shape and mold their behaviours. Hence an inclusive setup too should provide children with opportunities for social interaction which can facilitate both disabled and non-disabled children in their interpersonal relationship. Hence in the present study an attempt has been made to assess the social behaviour of sensory challenged and non-disabled children attending inclusive schools. The investigator developed a self structured rating scale to assess the social behaviour of sensory challenged and non-disabled children. 10 sensory challenged children and 10 non-disabled children in the age group of 10-15 years were identified for the purpose of pilot study in Bangalore city, by using purposeful sampling technique. The study included a pre and post method with an intervention programme. Data collected was analyzed using both descriptive and inferential statistics. The results of the data revealed that the intervention programme had positive influence on social behaviour of sensory challenged and non-disabled children in inclusive schools. The result of the study also highlights the need for emphasizing, fostering and developing social behaviour of both sensory challenged and non-disabled children in an inclusive school.


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