Author(s): Sumalya Roy

Abstract:
In recent decades, the educational sector has witnessed tremendous growth and transformation across the globe. Driven by technological innovation and increased awareness of the diverse needs of learners, education systems worldwide have become more accessible and adaptive. One of the most significant shifts has been the growing emphasis on Integrated Education for Disabled Children, which aims to accommodate and support learners with a wide range of physical, sensory, and cognitive challenges within mainstream educational environments. The psychological and cognitive development of challenged school-going children, particularly those with sensory disabilities such as deafness and blindness, has gained scholarly attention. These children often face unique barriers to learning and social integration, requiring specialized strategies to support their academic and personal growth. The present study aims to compare selected psychological variables—self-confidence and memory retention—among challenged school-going children, specifically those who are deaf and blind. A total of 30 students (Deaf (n1=15) and Blind (n2=15)), aged between 12 and 15 years, were selected using purposive sampling. Standardized tools were used to assess the two psychological variables. The data were analyzed using two sample ‘t’ ratio at the 0.05 level of significance to evaluate the main effects of disability type on the mentioned psychological variable. The findings revealed a significant difference in memory retention between the two groups, with blind students outperforming their deaf counterparts. However, no significant difference was observed in self-confidence levels.

Pages: 2704-2706  |  2074 Views  135 Downloads