S, Sudarsan. (1999). A study of issues and challenges encountered by the Resource teachers, Regular teachers, School administrators, Visually disabled children and non-disabled children in the Teaching – Learning situations in Integrated Education Programmes. Unpublished. Ph.D., Education. Bharathiar University, Ghaziabad.
The objectives of the study were: (1) To study the attitude of Resource teachers, Regular classroom teachers, Visually disabled children, Non-disabled children towards integrated education programmes for visually disabled children. (2) To find out the difficulties faced by Resource teachers in teaching various curricular skills to the visually disabled children. (3) To know the difficulties encountered by Regular teachers in teaching content areas of different subjects to the visually disabled children in the regular class. (4) To identify different learning problem of visually disabled children in the integrated set up. (5) To elicit the views of administrators of the schools regarding their role in teaching learning situations in the integrated education programmes. (6) To collect information regarding the factors contributing to the success of the integrated education programme.
The investigator developed the following tools and established reliability and validity: Teacher Attitude Scale (TAS); Student Attitude Scale (SAS); School Administrator Attitude Scale (SAAS); Observation and Questionnaire.
The stratified random sampling procedures applied to ensure adequacy of sample in each level of the independent variables selected for the analysis of collected data. A total of 300 visually disabled children of integrated progammes were selected. From urban area 150 visually disabled children were selected, out of these children 50 from primary schools, 50 from secondary schools and 50 from higher secondary schools. The number of male and female children was equal. From rural area also 150 visually disabled children were selected. The sampling distribution was similar. 300 non-disabled children of integrated programmes were also selected. The sampling distribution was similar. A total of 240 teachers were selected. It consists of 120 resource teachers and 120 regular teachers among them 40 were primary, 40 secondary and 40 higher secondary school teachers. A total of 50 Heads of the schools implementing Integrated Education programmes in Tamil Nadu were selected. Among them 25 were male and 25 female, 27 from urban and 23 from rural.
The study adopted both Quantitative and Qualitative research methodology.
The data were collected with the help of content analysis, t-test and correlation techniques.
The findings were: (1) There was significant difference between attitude scores of visually impaired children on the basis of level of schools. (2) The male visually impaired children had more favourable attitude towards integration than the female children. (3) The children of secondary schools had more favourable attitude towards integration than children of higher secondary and primary schools. (4) All non-disabled children had favourable attitude towards integration irrespective of rural and urban areas. (5) Visually impaired children had positive attitude towards integrated education than that of non-disabled children. (6) The resource teachers had more positive attitude than that of regular teachers towards integrated education programme. (7) The rural secondary and higher secondary school administrators had more favourable attitude than that of primary schools. (8) Urban secondary and higher secondary administrators had more favourable attitude than that of urban primary school. (9) The locality had no impact on the attitude of school administrators in secondary schools. (10) The mean score of school administrators of urban secondary was higher than that of rural primary school administrators. (11) The gender had no impact on the attitude of school administrators in integrated education programme. (12) The resource teachers felt that resource room is a must for offering direct and indirect services. (13) Preparation of teaching aids is a must and the resource teachers have utilized the low cost and locally available materials. (14) The visually disabled children felt happy when they were provided with learning materials in Braille form. Some children were not able to follow the mathematics Braille textbooks because of the lack of mastery over mathematics Braille codes. In science, tactile diagrams given in Braille textbooks are of immense use to visually disabled children.
Keyword(s): issues, challenges, Organization,Administration and Management of Education, Resource teachers, School administrators, Visually disabled children, Integrated Education Programmes