Professional Documents
Culture Documents
Structure
14.1 14.2 14.3 Introduction Objectives Socio-Emotional Needs
14.3.1 14.3.2 Importance of the Socio-Emotional Needs Emergence of Socio-Emotional Problems Physical Handicap Hearing Handicap Visual Handicap Mental Handicap Stigmatization and Withdrawal Emotional Problems Problems in Interpersonal Relations and Social Adjustment Communication Problems Negative Self-concept Behavioural Problems Problems in Emloyment
14.4
Types of Handicap
14.4.1 14.4.2 14.4.3 14.4.4
14.5
Role of Parents and Teachers Role of a Guidance Counsellor 1,ct Us Sum Up Unit-end Exercises
14.1 INTRODUCTION
'Illis unit covers socio-emotional needs of students with handicaps. It explains the importance of these needs and the emergence of problems related to socio-emotional needs in these individuals. It also describes the types of handicaps and the role of parents, teachers and guidance counsellors in helping these students to cope up with their problems arises due to their socio-emotional development.
After going through this unit, you will be able to: list and explain about the various types of handicap i.e. mental, hearing, visual and physical; describe the socio-emotional problems of the persons with handicap with reference to physical, visual, hearing and mental handicap; find out how parents and teachers should deal with the handicapped students to alleviate their problems; know how a guidance counsellor can help the students with handicap(s) and their families.
We need s little shift in our perspective to understand the needs ofthe individuals with handicap. Just take il few minutes to recall the last three activities you have done and then try to visualize how a handicapped person would have accomplished those.
1. 2. 3. For example, imagine that you have just returned from the market after shopping. How this task would have been accomplished by a person with visual, hearing, physical or mental handicap? What have you imagined?
A person with visual handicap may have problems in finding way or crossing the road or to keep oneseCf from tripping on to something. A person with hearing handicap may not be able to hear sounds of warning of oncoming vehicles. A person with physical handicap may need assistance in walking and may require much longer time to cover the distance. As person with mental handicap may get confused or may have been ridiculed by others on the road. Ifthe trip to market required use of public transport, say a bus, the problem gets more complicated. The person with visual handicap would not be able toread the bus number, the physically handicapped may not be able to get on to the bus and the mentally handicapped may get into the wrong bus or to a wrong destination. In short, things which come to normal persons naturally are not straight forward for the hqndicapped. This leads to frustration.
What do you think is the main factors leading to socio-emotional problems ofthe individualswith handicap? The handicap of the handicapped persons. Besides the frustration caused by the inabiIity to perform tasks with dexterity that a normal person does, the handicapped person misery is compounded by otherfactors also. One major external factor is the attitude of the society.
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The attitude may vary from indifference to ridicule to isolation to acceptance. Answer the following questions honestly to see what kinds of attitude you have towards handicapped persons. 1. Do you ever feel awkward in the presence of a person with some handicap ?
2.
If you come to know that a group of people with some handicaps were going to be your neighbour, would it bother your ? Would you avoid employing a person with some handicap ? Are you aware of the problems that people with handicap may have to face in using public transport, gaining access to many public buildings or using telephones ? If a person with a handicap was attending a social gathering, would you avoid that person ? Do you ever feel that you are treating a person with a handicap as less than ordinary? Would you pay a handicapped person an extra special attention ?
3.
4.
5.
6.
7.
If your answer to any of the above questions is 'yes' that shows you have som'e negative attitudes towards handicapped persons which will affect your handling them. This will lead to additional socio-emotional problems for the individuals with handicap. In a country like ours, the systems and convenience are generally designed to meet the needs of the normal persons only. Our telephones, transport, banking systems and even elevators are not designed to be used by the handicapped independently. Whereas in the developed countries, the systems have been designed keeping in mind the needs of the handicapped individuals. For example, the lifts in public places in advanced countries have switches that are marked with Braille for the convenience of the visually handicapped. The public buses have steps which can be lowered so that even persons on wheel chair can ester. There are special telephones instruments available for individuals with hearing handicap. Thus, the system not designed according to the needs of the handicapped individuals cause difficulties when they use these systems. This makes daily living ofthe handicapped individuals more strenuous. They encounter anxiety, fear, isolation and trauma caused by their handicap or society or by both. Normal individuals have means at their disposal to relieve stress by way of entertainment or indulging in other social activities. Here again the handicapped are at a disadvantage.
In the light of the above discussion, it is very necessary to understand the social-emotional needs of the handicapped persons. They should be seen as 'person' first and handicapped later.
What do the above expressions by the handicapped persons reflect? Persons with handicap have the same physiological, social and emotional needs as a non handicapped person. All children are born with certain basic needs that must be satisfied before they can develop physically, socially or intellectually. Growth in any one ofthese areas isnecessarily related to and influenced by growth in the others. One method of viewing socialandemotional needs within this context has been formulated by Maslow (1954) who conceived of individual needs leading to psychological health as forming a hierarchy. According to his model, higher order needs such as belonging, love, self-esteem and self-actualization can only be achieved once more potent physiological and safety needs have been met. Even in the higher order needs, achievement of each level leading towards self-actualization depends upon the satisfaction of the previous level's
needs.
While the atisfaction of phygical and health needs are essential to survival, emotional and social growth are vitally important for the overall development of the child. The child's psychological growth is F t e r e d by feeling loved or accepted by the significant people in his or her life as well as by being stimulated and active. Physical abd emotional security provides a basis for the development of trust, which allows the child to explore and examine aspects of environment and to strive towards developing a sense of self. As it is, ptjrsons with handicap have to face problems because of their handicap, lack of attention to their sdcial and emotional needs may compound their problems. It is therefore necessary to understaad their socio-emotional problems so that they can develop their potentials to the maximurrl.
This inbbility may cause discomfort and feeling of 'looked down upon' and the individuals find thernsdlves in a low self-esteem. This low self-esteem leads to a feeling of inferiority. But if individuals with handicap have been regarded and treated with respect by their family and other people in close contact with them, especially during their early years, it will positively influeice their 'self image' - their own conscious and subconscious view of themselves. does a child feel when faced by repeated failure? He will feel frustrated. In any child, a series of suclcessful activities tend to build up morale and confidence, whilst a series of unsuccessful attempts leadingto no recognitionorreward tend to lower his confidence which may further affect hisheh.chance of success in future activities. For example, a child with physical handicap is likely to finp some of hisher sensory motor experiences such as learning to control hisher hands accuriittely, eye and hand coordination quite frustrating especially if hisher parents become impaqient or critical of hisher efforts at using a spoon or building the blocks, etc.
HOW
The dtandard of performance expected of a child at a certain age is set largely from parental expettations. The child with handicap is as likely a normal child to make comparisons between bislhtr performance and that of children of similar age, assuming, of course, that s h e is not leadi/lg a very isolated existence. As a result, in addition to sensing parental dismay at hisher cluqsiness, s h e is becoming aware that hisher performance is not matching up to that of other children.
A chbld, therefore, feels s h e is not keeping up to the expectations ofhidher parents and this results
in a poorself-image with low ~ o t a l and confidence. Socio-emotional problems are thus related e to what an individual with handicap feels about himherself, as discussed above. Feelings of 'normal' individuals also contribute to the sacio-emotional problems of the handicapped.
'Illere Is a tendency among 'normal' people to dwell on the problems and frustrations associated with handicap to such an extent that the h~dicapped individual ceases to be regarded as an individual with hisher own personal abilities and contributbns to make to the society.
People tend to generalizefrom ahandicap to the whole individual. As onespastic child puts itUJust because my legs are wobbly, peopie think my mind is wobbly too". Such a generalization is one of the primary aspects of faulty attitudes towards individuals wlth handicap. iimce, the feelings of handicapped individuals about themselves and others feelings towards them lcad to number of sqcio-emotional problems.
1 . Mcntion three factors that lead to the socio-emotional problems of the in'dividuals with
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3. Whnt is the gcneral perceptions of normal person towards person with handicap
nl Negrtivc sttititudcs ofthe aocicty towards individuals with handicap lead to problems
of hnndicapped individuals. b) An individual with handicap has the same hsie physiological, social, end emotional neoda as a nen-handicapped individual. e) Tire Bmily cnvlrenrn~nthaa nothing to do in determining the 'self ifnag@'of an itrdiridual with handicap, d) An indlvlduol with Randleap hers atfength~ well o8 Ilmitrttienr. ar
congebital anomaly e.g. clubfoot, impairment by disease e.g. poliomyelitis, bone tuberculosis and iqpairment from other causes e.g. cerebral palsy, amputations and fractures. The range of disability varies from mind to profound physically handicapped individual as (a) having average or above average intelligence and (b) multiple handicapped individuals as having additional impailments such as mental retardation, blindness or deafness. The most common physical handibap found in schools are cerebral palsy, myelomenigocee (spinabifida) and muscular dystrophy. Most physically handicapped are served in combination of regular and special progrgmmes. For most physically handicapped students, the regular academic curriculum is most appropriate. In addition, an emphasis is placed on helping the students to gain independent living &ills buch as grooming, dressing and food preparation. Perhaps the greatest need ofthese students is in the area ofadaptive equipment. Technological advances have narrowed the gap in providing adeqliate educational instruction to students who cannot move or use their hands. Another major area of intervention with physically handicapped students is in social and self concdpt development. What are the characteristics of physically handicapped persons? Ofte ,they are characterized as passive, less persistent, having a shorter attention span, engaging i les exploration and displaying additionally. Physically handicapped students are found to be n moredependent on adults and interact less with their peers. Interyention for these students must consider socialization and independence. Parents as well as teachlers need to find ways to facilitate independence and build self-esteem. In gdneral, there seems to be no significant difference between physically handicapped and normbl individuals in terms of mental health. Overall adjustment seems to be related more closely to th$ social impact of the handicap, rather than the actual handicap itself.
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In the case of children with mental handicap the faculty of intelligence is affected. According to A.A.M.R. (American Association on Mental Retardation (1992) definition, "Mental retardation refers to substantial limitations in person's functioning. It is characterized by significantly subaverage intellectual functioning, existing concurrently with related limitation in two or more e following adaptive skill areas : communication, self-care, home living, social skills, use, self-direction, health and safety, functional and academic, leisure and work. manifests before the age of eighteen (18) years."
There are three sets of key words used in the definition: 1. "Significant subaverage intellectual functioning". The mentally retarded are those individuals whose normal intellectual growth has been arrested to a significant degree of atleast two standard deviations below the mean for the intelligence test being employed.
2.
"Existing concurrently with deficits in adaptive behaviour". Alongwith significantly subaverage intellectual functioning, deficits in adaptive behaviour must also be present if the individual is to be considered as retarded. The third set of key words relates to the fact that the above mentioned subaverage intellectual finctioning and deficits indaptive behaviour must be manifested during the developmental period till eighteen (18) years of age. The children with mental handicap have many things in common with the normal people. But there are certain characteristics that are different also. They include slow reaction, absence of clarity, inability to learn fast, inability to understand quickly, inability to decide lack of concentration, short temper, delay in development and poor memory.
3.
Mental retardation is not the same as mental illness. Mental retardation is a condition. It cannot be cured. However, the mentally retarded person can be helped to learn many things. One ofthe major features ofmental retardation is delayed and limited physical and mental skill development. On the other hand, people suffering from mental illness have normally developed physical and mental abilities. Some of the symptoms of mental illness include behaving in strange manner, becoming moody and withdrawn, having suicidal tendencies, suspecting others and so on. Mental illness can be cured with medical help. Mental retardation cannot be cured because it is not an illness.
[ZGZFYbvr Progress
Rotcs :a i
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S.
Wr~te your answers in the spacc given below. Compnrc your answers with those given at the end of the block.
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.......................................................................................................................................... f,~st ;.lrree cli;rractcristics of individuals with mental handicap.
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b.lst tv,o cl~aracteristicsof individuals with physical handicap.
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S.
Stntc whether the fc)Ilowing statements are 'True or False.
(T/F)
r e d ttom the pre\rfous section the three factors that lead to the problems of
person? They include: 1. 0thb's nactlon to the handicap 2. -?he1 individual's interpretation of these reactions.
3. The conflicts that arise between the individual's aspiration level and hisher actual
cBpCcity, Fol~~wing Wne of thd ptoblems found in the ihdividuals with handicap. an
rile vwibillty of handicap, as in the care of physical and visual handicap, leads to rejection by others. /Even though other faetom are invoked, the presence of a visible handicap appears to
nqgatiddy affect the self concept of individuals with visible handicap. These individuals may percei* themselves as difkent and not fitting in, and as a result they may withdraw fiom their peer cdntacts. The ignorance of the society towards handicap may result in the non-acceptance of handicapped individuals who may then withdraw and remain segregated. For example, the irudividutlls with visual handicap do not suffer because they yearn for sighr but because of the negatib social altitude nowards them. The wjthdrawal problem of indIViduals with meotal handicap is also caused by the pathetic or mostly hostile attitude of societytowards them which magnifies their problem and even threatens their ihtdom and existence. A change of socialoutlook towards other handicap are still neglected ahd i$nored and are still doomed to life of segregation and frustration. They continue to be mjectdKi and isolated by the society.
asses
'fhrdatenedby the doman& of life andconfused by the ambivalentattitudes towards themselves, the bdividual~ handicap us likely to rufir &om anxiety, Consequently l e y may rertrlot wlth
thela aghm of aotlvitier, keep their apirtltlsn low and ruffer from Pear oPf$llure, The handimp
wpdr=iminpudanxiety Ist h t n b n en@ oftho i m p o m t &eteprr sfdeollno In sblllty oaego wlth the B ~ R I ~ 13#'lif$~ 'Pklr dimlnlshsd @wingeqrbllity 1 @rMn BB 8 ortpneeed threugh impulsive, so~illsivcr d ri$itl bsbwiourI a
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The presence of hearing handicap itself does not wum anratiolllrl proMmu. Tho proMcan behaviour of individuals with hearing impalncnt am mom similar t thaa d i h m t ftom tbors o of hearing individuals. If deafhess ia present Avwn m l y chiklhood it may qeate cwmkbble stmu and adversely affect personality development. Because of the h&oQ hndiap pmm! in their children, parents either do everything for than, thereby croatin8 dolay to,-# f I or neglect their children which leads to anxiaty in tham.
Sometimes,because of the discriminatory tre4ment from the pamts, mdfvidurlaw k h b ~ ~ ~ & ~ a p develop feeling of jealousy towards their brothers and sisters who, they think, am bettottrobad by their parents. Among individuals with visual handicap, fear of being watchJmay cFsateun 8motioDal sfmh, and this fear may persist well into later life. Since individuals with mental handicap have fewer coping skills, sfttsrcr at daily living we greater for them. Individualswith mild mental handicap often ~aneProm lowor aociwcewmic status, and hence, have fewer o p p o ~ i t i eto leam mid skills andmodpla of w h l intawtion s than individuals coming from high soeio-cconomic4tatur. Itis found thrttbare ia high incidence of emotional disturbances among the mildly mentally handicapped individuals than in population. They are subjected to greater stresses, thstrations and m@ c o n m t l y i a d more likely to develop behavioural disorders. Multihandicapping conditions can Incrawe an individual' rr soclalm o llproblems. Potentids &g r for effective social functioning decreases as the number of handicap increases. In studies of individuals with mental handicap associated with h e a r b and visual handicap, poor social relationshipsand generally maladaptiveinterpersonal behaviow such ~aegrtssivcness, antisocial tendencies, have been reported.
lndividvals with visual handicap have problems with mobility, because of which their opportuhities for social-interaction are affected. The acquisition of movement skills should be encloura edthroughgameswhich involveactivitiesIikeclimbing,balancing, bouncingand soon. These a tivities promote sense of confidence and self-control which serve as a base for healthy soc~iali&eraction.
lndividbals with mental handicap may be slower to incorporate values ofright and wrong and to develbp internal controls. As a result, they may frequently exhibit inappropriate or antisocial beliaviohr. lndivid~als with hearing and speech handicap have lot ofcommunication problems which lead to bociah-interaction problems.
In recbnt years, however there have been positive development in increasing opportunities for
indivi@ualswith hearing handicap. Access to computer and specially designed portable devices help ip establishing effective personal contracts. Individuals with handicap tend to have disorders in articulation. Speech problems not only impede children's social relationship but niay also make it particularly difficult for them to make their beeds known effectively. They are likely to be less flexible in acquiring social skills and in dealirg with their social environment as compared to other individuals who can express discomfort, pinpoint dissatisfaction and ask questions about something they do not understand.
Indivicluals with handicap are likely to receive cues of negative evaluation. It is reported that the I~andicappetl persons often feel that their conditions prevent others in recognizing their positive i~ttributes.
It is natural that an individual with handicap will have feelings of inadequacy due to his or her hantlicap. If tlie teachers and parents are only concentrating on his or her handicap by making comments such as "you can't do this", "It is not possible for you to achieve" etc. the individuals will develol:, lack of confidence and a negative self-concept.
Otlier harmful effect of over protection is that parents do not let the individual grow up into an indepcndenl person. Adults who have been overprotected during their childhood days might be irnuiature, insecure and mostly depend upon others for taking decision for them. I'nrent's, over expectation brings lack of confidence and insecurity in the individual. The individual may have many abilities but slhe will experience severe inferiority feelings due to of critical anih~des hislher parents. Majority of the individuals with handicap could be helped to lead socially useful and independent livcs ifthcy were able to obtain proper encouragement, early stimulation and guidance.
IZldiviPualOwithhandicap arc discriminated against in $etting the mployment "We naturally do not eqplo)!the afflicted when we have sound materialat hand, makes the handicapped even when flttcd k the job, less satisfactory bemuse of accompanying mental state of depression and o nervousness!' This aktitude blocks the entry of handicapped individuals in the employment markets. This also lbads to lot of emotional problems. ChecY yorrr progrcss Noted :a) Write your answers in the space given below.
b)
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Comparc your answers with those given at thc cnd of the block.
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10. *hat is the main cause of social maladjustment among individuals with handicap?
I 1. Define 'self-concept'.
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13. Mention two main goals of intervention for individuals, with physical handicap.
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handicap. Mention any one.
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15. state whether the, following statements as True or False.
9)
b)
Technological advances have nothing to do with the intervention prograrnmcs for (TIF.) the individuals with physical handicap. Families play an important role in the educational process of an individual with (T/F) handicap
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1. h e individuals with handicap should be encowaged to ascept their limitations without pccumbing to them. 2.
Parents and teachers should encourage piay, talk and free imaginetion. Play is one of the 1 most powefil means of socialization.
3. Considerate and unprejudiced attitudes towards the handicapped persons can help the
handicapped in attaining self-sufficiency and self-actualization.
4. Parents and teachers should try to make the environment accessible to the handicapped. Provisions like stairs as well as ramps, doors wide enough for wheel chair$ restaurant having few copies of menus in braille, flashy lights as well as fix alanns that sound, elevators button low enough to reach etc. are some examples. 5. The handicapped persons do possess potentials for development as s fully independent individual. Parents and teachers should create and provide conditions for creative development of the handicapped persons and foster their creative being. 6. Parents should accept the child's handicap. Parents unconsciously tend to reject or punish their handicapped children or develop over sympathy. Both rejection and over protection have negative effect on the integrated personality of the individual. 7. Parents and teachers tend to make wide generalisation about the capabilities of the handicapped persons which are unwanted and unrealistic. Perception of the discrepancy between hisher and social expectations contribute to tension and discomfort on the part of the handicapped person and consequently histher behaviour undergoes some change. 8. As far as possible parents and teachers should try to provide as normal a life as possible to them. 9. Emotional problems should not be tackled by force or punishment. They should allow healthy and constructive expression of sexual interest and provide appropriate information to help them to understand what is helping to their body. 10. Social activities should be arranged to foster socialization in them. 11. The emotional relationship between parents, their social behaviwr with the child as well as behaviour with other family members form as models for child's social behaviour. Quarrelsome and hostile parents, for example, inculcate aggressiveness and hostile behaviour among children. Emotionally unstable parents provide an 'insecured base' for children that leads to poor adjustment. 12. Emotionally well-balanced and stable family surroundings need to be provided to the handicapped persons. This lays a foundation for the healthy social and emotional development of the child. 13. Handicapped children are either not understood or misunderstood as far as their social needs are concerned. Teachers and parents should be aware of their characteristic needs of given stages of social development which may help them to intervene more effectively.
Counsellling should be direct towards: helpling them to be more objective about their child. helding them to learn about behaviour their child will out grow and behaviour they can expict to continue. helpling them to assistance ideas about handling various problems common to families of handlicapped child. advising them about the help books and pamphlets that can provide guidelines for managing handicapped children and making these materials available for their study. hoq to handle their child more successfully with greater acceptance, understanding and knoiw ledge. aiding them in keeping the child engage in leisure-time pursuits and other constructive activities. advising them regarding the community resources which are available-clinics, sheltered woqkshops, educational institutions, etc. Parents go through a chain of reactions when they learn about their handicapped child that is a feeling of shock and disbelief, denial, anger, guilt, frustration, depression, recognition and adaptatibn. A counsellor should help the parents supportively in these stages. Counsellor should involve both parents in the counselling and training the child. The diagnostic evaluatibn should emphasize what the child will be able to do. The family member, should be counselied in order to assist them in rising above the stigma of handicapped and its accompanying problems. The counsellor should be alert to the fact that the individuals with handicap have limited foresight about tqeir future related needs. They probably will need the help of a counsellor in planning the future.
1.
$elect a handicap student of 12 to 16 years ofage. Observe hisher activities and behaviours tbr a week. Discuss with them on various issues in (rder to collect hisher attitude toward the inadequacy slhe faces and how sfhe is coping with that. Write a report in about 1000 yords. nterview parents and teachers of a handicapped student of a secondary school. Write a eport in about 100 words. Report can describe the various problems faced by them in helping the student in hisher proper development.
2.
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