CHAPTER - I

1.1 CONTEXT OF THE STUDY

Mental retardation is a developmental disability that can appear from birth through age of 18. People that are mentally challenged function at an intellectual level that is below average and have difficulties with learning and daily living skills. We focuss in the individually challenged child and his or her development including how the forces around that child (family, school, peer culture and community) adapt to meet his or her needs. We focuss in some detail the family and its adaptations, the school and special education, and other external forces, always with the goal of understanding and helping the special child to cope effectively with the outside world. The mentally challenged child as a child who differ from average or normal child in, Mental Characteristics Sensory Abilities Communication Ability Behaviour And Emotional Development, or Physical Characteristics

These differences must occur to such an extent that the child requires either a modification of school practices or special educational services to develop his or her unique capabilities. The family is the first and often the most influential, but there are other influences; school, peer culture and community also play roles, often interacting with the family. Both the family and the community in which mentally challenged children lived are essential to their growth and social skill development. Certainly one of the most significant of all our social institutions is the schools. Schools in large measure are a mirror of our society as a whole. Special educators have taken a lifespan perspective towards the provision of special education services. This involves the extension of special education services from the traditional school years back to early childhood and forward to adulthood. Often a special learning environment is necessary to help exceptional children master particular content and skills. The special educator must modify instruction to accommodate the students. And of course, a whole battery of special personnel must be brought into the system to identify eligible children and to deliver special services. Some exceptional children require modifications in the content of curriculum. For children who are gifted, a special educator can accelerate content or provide different kinds of learning experiences for social skill development. A special educator can adapt to the limited Conceptual abilities of students with mental retardation by relating lessons through direct, concrete experiences to their homes, families and neighbourhoods. We can create lessons about students own towns and cities. Most students spend their, first three years in school mastering these basic skills, which are often taught in ways that encourage students to practice other skills, like 2

punctuality, attentiveness, and persistence, that can lead to better social adaptations. The teacher gives Individualized Education Programme if a child needs it. The teacher creates education programmes with the parents, peers and co-workers. When I wont to visit the special school, the children do not know properly how to behave in a particular situation. In this field already many studies conducted by the researchers. I think that the teachers are not working properly to develop the social skill of children. Then I got interest to study what a teacher can do for social skill development of the children. And I selected this topic.

1.2 NEED AND SIGNIFICANCE OF THE STUDY

All human beings are social animals. Mentally challenged is a condition with significant limitation both intellectual and adaptive behaviour. Social skills are one of the most important in adaptive behaviour skills. So social skills have very important role in our daily life. The development of social skill is a multifaced process in which children acquire competencies and behaviour that allow to function, with in a social environment, in a manner that is mutually beneficial to their well being and others. A special educator can made a special curriculum for the social skill development of these children. And the teacher can include parents, peers and co-workers. 1.3 SCOPE OF THE STUDY Social development being with good social and relationship with adults, usually parents and proceed to a variety of social contacts with other children and individuals. This study expected to help to understand the social skills of children with mentally challenged in general. The result of the study will help the social educators to know more about the nature of social skills of children. The study will help the special 3

teachers to provide effective training in social skill of mentally challenged children. The study will help to develop the social skill of the mentally challenged.

STATEMENT OF THE PROBLEM

Social development begins with good social and relationship with adults, usually parents and proceeds to a variety of social contacts with other children and individuals. Social skills have been described as a set of developmentally related abilities that contribute to an overall level of social competence. The component skills include role of perspective talking, interpersonal problem solving, moral judgment, self control and community facility. This is a study of the role of the special teacher in social skill development of mentally challenged. 1.4

OPERATIONAL DEFINITIONS

Special teacher: A special educator is who have the qualifications of D.Ed in special education or B.Ed in special education. Social Skills: The behaviour that performed in a social situation is a social skill. Mentally Challenged: A person may be called mentally challenged, who have the IQ below 70, and with deficits in adaptive behaviour and it may be manifested during the developmental period. 1.5

OBJECTIVES OF THE STUDY

To study the socio demographic details of the respondent. To study the role of the special teacher for the social skill development support and involvement. To study the parental involvement and support. To study about the involvement and support of the peers. To study the involvement and support of the co-workers. 5

1.6

METHODOLOGY IN BRIEF

The researcher decided to use research design as descriptive research. It is a fact finding investigation with adequate interpretation. It is design to gather descriptive information and is also used to study a particular group of individuals. Researcher selected the sample from Ernakulam district. And selected the sample size as on 30. Researcher used self prepared questionnaire as a tool of data collection. Researcher taken special teacher as sample. 1.7

LIMITATIONS OF THE STUDY

Time constrains that field during the forming of questionnaire and data collection. The limited knowledge. The inexperience of the researcher in the field of research. The representative sample draws from the population was limited to a district which found not adequate for the study. 1.8

FORMAT OF THE STUDY

The report of the study is presented in 5 chapters.

CHAPTER-1 Introduction- This chapter explains the need and significance, objects, scope of the study. CHAPTER-2 Review of literature in the area of the study.

CHAPTER-3 Methodology which gives detailed information about sample tools statistical analysis and procedure of data collection. CHAPTER-4 This chapter deals with the result analysis and interpretation. CHAPTER-5 Summary and conclusion are presented in this chapter.

CHAPTER-II REVIEW OF LITERATURE

2.1 INTRODUCTION
Review of literature is critical summary of research on topic of interest, generally prepared to put a research problem. In context or to identify gap and weakness in prior studies so as to justify a new investigation. Review of literature help to gain background knowledge of the research topic. It helps to gain up to date knowledge in the field. Review help to researcher to know the work already done on the subject. It also helps to identify research gaps in the field. The review of related literature involves the systematic identification, location analysis of documents containing information related to the research problem. This means the researcher must be well conversant with relevant theories in the field, report and records as also other relevant literature. Knowing what data are available often serves to narrow the problem itself as well as the technique that must be used (Kothari 2003). There are several important functions for the review .The major purpose of reviewing the literature is to determine what was already been done that relates to the present problem. This knowledge avoids unintentional duplication and provides understanding and insights necessary for the development of a logical framework into which the present problem fits. Another important function of the review is that it points out research strategies and specific procedures and measuring instruments. Being familiar with the previous research will be helpful for the interpretation of the results. And the results could be 8

described in turn whether the present study agreed with the previous study for findings. If the present result contradicts the previous one difference between the present findings and the previous findings could be described providing a rational for the discrepancy. The review also gives an idea about the variable of the problems under investigation. The investigator has reviewed the available related literature and the abstracts of relevant materials. While doing this maximum care has been given to include the latest studies and material.

THEORETICAL OVERVIEW
Meaning Of Mentally Challenged Mentally challenged is an Idea ,a condition , a syndrome, a symptom and a source of pain and bewilderment to many families .Its history dates back to the beginning of mans time on earth. Early history provides an excellent example of how retarded persons were exploited or became victims of crucial practices. For example, Spartan of Greece believed that only the strong should survive therefore abandoned anyone was handicapped(Kanner,1964).The Romans on other hand found the retarded to be amusing and many families of the ruling class kept such people in their homes as court jesters, a practice that continued into the early history of both France and Germany (Kannar1964). In the past years mentally challenged children are considered as clumsy, drooling and helpless creature. There are various terms used in the past such as amenitia, idiocy, feeble minded, moron, imbecile and oligophrenia. Today, we know this is simply not true. Firstly most of the children classified as mentally challenged are mildly retarded and look like the hypothetical average child living next door. Second it 9

can be misleading to characterize even the more severely challenged is helpless. With advance methods of providing educational and vocational training, it is found that retarded people are capable of leading more independent lives than was previously thought not possible. If gives appropriate preparation many are able to live and work with relatively small amount of help from others. During the late 18th century and in the 19th century some the first attempts to educate handicapped persons were made. Jean Marc Gaspard Itard (1774-1838) a medieval doctor greatly influenced the field of special education through his work with a wild boy who was found in the woods near Aveyon in France. Itard believed that through systematic training victor mental deficiency could be eliminated (Kanner, 1964). Thus the field of mental retardation has undergone number of existing changes.

DEFINTIONS
Mental retardation has been defined and renamed many times thought history. The definition offered by the American Association of mental Deficiency which has led efforts to understand and ameliorate mental retardation, founded in 1876, which is later named as American Association on Mental Retardation. Now it is known as American Association on Intellectual and Developmental Disabilities.

According to the AAMD (Grossman, 1983) definition mental retardation refers to significantly sub average general intellectual functioning, existing co currently with deficits in adaptive behavior and manifested during the developmental period. General intellectual functioning is defined as the results obtained by the administration of standardized general intelligence tests developed for the purpose, and

10

adapted to the conditions of the region / country. Significantly sub average is defined as IQ of 70 or below on standardized measures of intelligence. Adaptive behaviour is defined as the degree with which the individual meets the standards of personal independence and social responsibility expected to his/her ages and cultural group (Grossman 1983).The expectation of adaptive behaviour vary with the chronological age. The measure of adaptive behaviour defines social competence in terms of practical living skills and an absence of socio emotional problems (Greenspan, 1979). Deficits in adaptive behaviour as significant limitations in an individuals effectiveness in meeting the standards of maturation, learning personal independence and social responsibility that are expected for his/her age level and cultural group as determined by clinical assessment and usually standardized scales. Developmental period is typically considered to be between 0 and 18 years.

AAMR DEFINITION, 1992

Mental retardation refers to substantial limitation in present functioning .It is characterized by significantly sub average intellectual functioning ,existing concurrently with related limitation in two or more of the following applicable adaptive skills areas: communications, self direction, health and safety ,functional academics, leisure and work. Mental retardation manifests before age 18(Luckasson et al.1992). Four assumptions are described as essential to the application of the definition. The assumptions are:

11

Valid assessment considers cultural and language diversity, as well as communication and behavioural factors. Limitations in adaptive skills occur with in a context of community environment therefore, each person requires a statement of that persons individualized needs for supports. Specific adaptive limitations typically coexist with strengths in other adaptive skills or personal capabilities, and With appropriate supports over a sustained period, the life functioning of a person with mental retardation will generally improve. The 1992 definitions of mental retardation reflect the long history of how the condition has been conceptualized and identified.

CLASSIFICATION
The medical, psychological and educational classification of mental retardation is based on the cause, intellectual level and current level of functioning. Medical Classification Infections and intoxications Trauma or physical agent Metabolism or nutrition Gross brain disease(Post natal) Unknown parental influence Chromosomal abnormality 12

Gestational disorder Psychiatric disorder and Environment influences Psychological Classification Level of retardation Mildly retarded Moderately retarded Severely retarded Profoundly retarded Educational Classification Educate Trainable Custodial 50-70 35-49 20-34 Below 20

Children who were educable could learn simple academic skills but not progress above fourth grade level. Children who were believed to be trainable could

PREVELANCE

13

The prevalence of mental retardation is estimated at about 2 to 3% of the general population, when IQ is taken as the general criterion as it often is (Singh et al.1998). When mental retardation defined by both IQ and adaptive behavior, as recommended, prevalence drops to under 1 percent. This difference might reflect the fact that about half of those with mental retardation are not identified because their behavior is significantly adaptive in their environments. SOCIAL DEVELOPMENT Social development is a multiphase process in which children acquires competencies and behavior that allow them to function in a manner that is a social environment, in a manner that is mutually beneficial to their well being and others. The development of social skills and competence is influenced by a number of variables that are highly interrelated. These variables may include biological and ecological factors, individuals socialization agents and situational determinates, all of which continue to the uniqueness of students personalities and their social behaviour. Social development beings with good social and relationship with adults, usually parents and proceed to a variety of social contacts with other children and individuals. The focus of the socialization process is on the acquisition of prosocial behaviours, which tend to draw people together and to diminish social distance. Prosocial behaviours enables us to deal with other people individually and in groups ; to respond appropriately to expectations and standards ,and to handle positive and negative emotions towards others in socially acceptable ways, each of which requires a delicate balance between dependency and autonomy. Prosocial behaviours are actions 14

that aid or benefit another person or group of persons with out anticipation of external reward.

REVIEW RELATED LITERATURE

Ann (1980) had the view point that altering either the settings or consequences for social interaction will result in increase interactions. Activities that bring the children into physical proximity and play equipment that require more than one child can enhance social interactions. Directly prompting or instructing a child to interact with another child or to enter in an activity is also frequently successful. Ann (1980) examines the social interaction and play behaviour among preschool children in an integrated classroom. Results indicate that handicapped and nonhandicapped children preferred same types of activities. Handicapped children most

frequently selected handicapped playmates and non handicapped children usually selected non handicapped playmates. N. Shivarathnamma (1979) , a five and half years old monozygotic twin was given behaviour modification daily two hours for 9 months by instruction, interactions and relationship . Verbal appreciation, praise and relationship were used as reinforces, at the end of the programme there was improvement. Kronik et al (1983) had the view point that mentally retarded students in appropriate social behaviour may result from incorrect perceptions of social interactions. Incorrect perceptions may be due to the difficulties they might have in selective attention and inhibition.

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Gresham and Reschly (1988) conceptualized social competence as a multidimensional construct that included adaptive behaviour social skills and peer relationship variables. (e.g.: peer acceptance friendship and peer rejection). Jenkin (1989) studied on children with special needs, observation led to the conclusion that better development of language and found in integrated settings. Mainstreamed mentally retarded children received significantly higher ratings of social competence. Nihira (1976) studied the life span development of adaptive behaviour and observed that it differed across both levels of retardation and domains of adaptive behaviour. An item analysis revealed some age related decline in certain independent living skills such as dressing making ones bed and setting the table. Mandy (1988) in his study conducted that down syndrome children displayed strength and weakness in non verbal communication skills. Relative to mental age matched normal children may display a significant strength in non verbal social interaction skills. However, they also displayed a significant deficit in non verbal requests for objects or assistance with objects compared to normals. Thomas and Patton (1986) conducted that social and personal characteristics of students often reflect their own expectation of themselves, which are frequently based on their past experiences with families or success. Guralnick and Groom (1988) suggests that childrens ability to establish successful friendships and play relationship with other children of their own age is influenced by their own age is influenced by their experience of forming relationship by their own families. Children who have experienced warm, loving and secure 16

relationship within the family are well equipped to feel confident in forming relationship with others outside the family. Bovey and strain (2003) suggests that the use of positive social skills with peers early on can lead to the development of positive per relationships, acceptance and friendship. By teaching appropriate social skills , providing them with willing and accepting peers to use the skills with and creating opportunities for children to practice these skills ,teachers can improve all childrens social; behaviours, potentially for a lifetime. Matso et al (2006) examined the relationship between food refusal and social skill in persons with intellectual disabilities. The result suggests that people who exhibited food refusal displayed significantly more negative non verbal and general negative social skills when compared to controls. Food refusal was prevalent across all ages, genders and levels of intellectual disability. They concluded that as social skills deficits are associated with deficits in feeding as a major component of behavioural interventions targeting food refusal in people with intellectual disability learn to care for their daily needs by very few academic skills. Children who appear to be untrainable or custodial who were considered in need of long term care possibly in a residential setting (Reddy et al.2006).

CONCLUSION
A review of the literature and research studied pertaining to various aspects of this research problem has been made. More over, the abstracts of the research studies are also included. The review of findings of research studies helps the investigator to know about the social skill development of the mentally challenged children and the role of

17

special children of social skill development of mentally challenged children. Review of related literature help the investigator in many ways through out the study.

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CHAPTER-III METHODOLOGY

3.1 INTRODUCTION

Methodology is most important in research as it the fame work for conducting a study. It indicates the general pattern for organizing the procedure, to gather valid and reliable data for an investigation. These include research approach, research design, description of research setting, population, sample and sampling technique, development and description of tools, data collections procedure and plan for data analysis.

3.2 METHOD ADOPTED

In order to achieve the objective of the study the investigator adapted the descriptive method. Descriptive research is carried out with specific objectives and hence in result in define conclusion. This type of research tries to describe the characteristics of the respondents in relation to a particular product or a practice / culture of importance. Special teachers are the sample in this research.

3.3 TOOLS USED FOR THE DATA COLLECTION

The following tools were used for collecting information related to the objectives of the present study.

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(a) General data sheet (b) Questionnaire for measuring the role of the special teachers for social skill development.

3.4 DESCRIPTION OF TOOLS

(a) General data sheet is format developed by the investigator to collect the personal information about each teacher like educational qualification, experience. (b) Questionnaire for measuring the role of special educator for social skill development of the children. The questionnaire for measuring the role of special teacher for the social skill development. It is a tool developed by the investigator herself. It consists a total of 40 questions under about 4 objectives. The method is very useful for data collections.

3.5 POPULATION
Population refers to any collection of specified group of human being or of non human entitles such as objects, educational institution, and time. The population of this study is special educators.

3.6 SAMPLE
Sampling in the words of Gay sampling is a process of selecting number of individuals for a study in which such a way that the individuals represent the large group from which they are selected. The sampling technique adopted was random sampling because it gives raw data that corresponds to the actual population with out any or little

20

buyers. The sample consists of 30 special teachers of the special schools in Ernakulam District. Table 3.1

Sl.No 1

NAME OF THE INSTITUTION RAKSHA SPECIAL SCHOOL FORT KOCHI 10

SAMPLE

SNEHANILAYAM SPECIAL SCHOOL, KAKKANAD

10

COTTOLANGO SPECIAL SCHOOL FORT KOCHI

MADONNA SPECIAL SCHOOL CHALAKKUDY

3.7 PROCEDURES FOR DATA COLLECTION

The investigator personally visited the institution and special teachers of the schools. The scope of the study was explained to them and explained about the total instructions were given on the spot. Filled data sheet is collected on the next day. Clarifications on the doubtful items were cleared by the investigator.

3.8 ADMINISTRATION AND SCORING

21

Investigator given the questionnaire to each special teachers and ask them to read the statements and tick the answers that they feel as right. The statements have choices i.e. Yes/No. Positive answer carries 2 marks and negative answers carriers 1 marks. After getting the filled questionnaire the investigator scored each items and entered the total score obtained.

3.9 STATISTICAL TECHNIQUE OBTAINED

The collected data were analysed with respect to a number of background variables. The statistical techniques used for this purpose are; Computation of mean Computation of percentage and frequency

Computation of standard deviation

Sample breakups on the basis of socio-demographic

Variables Table 3.2 Distribution of respondents according to sex Sex Male Female Total Frequency 1 29 30 Percentage 3.3 96.7 100

Table 3.3 Distribution of respondents according to educational qualification

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Educational qualification D-ed B-ed Others Total

Frequency 16 5 9 30

Percentage 53.3 16.7 30 100

Table 3.4 Distribution of respondents according to experience.

Experience Upto 1 yrs 1 to 5 yrs More than 5 yrs Total

Frequency 3 7 20 30

Percentage 10 23.3 66.7 100

23

Table 3.5 Distribution of respondents according to class

Class Preprimary Primary Secondary Total

Frequency 8 12 10 30

Percentage 26.7 40 33.3 100

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CHAPTER 4 ANALYSIS AND INTERPRETATION

This chapter deals with the analysis and interpretation of the collected data. Analysis and interpretation is an important part in research as it gives us idea about the collected data. TABLE 4.1 Mean, standard deviation, percentage of mean and distribution of respondents according to degree of role of special teachers for social skill development

Level of role of the teacher Low (0-13) Medium (140 0

Frequency

Percentage 0 0 100% 100%

Mean 37.7

S.D 2.22

27) High (28-40) 30 Total 30

The above table shows that 100% of the respondents have high level of role for social skill development. None of them have low or medium level. The table also shows mean and standard deviation. The mean value is 37.7 and standard deviation is 2.22. the mean value indicates that all teachers have high level role for social skill development training programmes. The teachers give appropriate training to the children but the children need more developmental training programmes. Above all of the respondents have high level role. The researcher assumes that due to the teachers gives training to the children. However the children need more affected training methods

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30 30 25 20 15 10 5 0 low 0-13 low 0-13 m edium 14-27 m edium 14-27 high 28-40 high 28-40 0 0

Figure 4.1 Distribution of respondents according to degree of special teacher for social skill development.

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TABLE.4.2 Mean, standard deviation, percentage of mean and distribution of respondents according to degree of involvement of special teachers Level of involvement of special teacher Low (0-3) Medium (4-6) High 0 1 29 0 3.3%s 96.7% 100% 9.13 1.02 91.3 Frequency Percentage Mean S.D Percentage of mean

(7-10) Total 30

The above table shows that 96.7% of the respondents have high level of involvement of the special teachers for social skill development. 3.3% have medium level of involvement. None of them have low level involvement. The table also shows mean and standard deviation. The mean value is 9.13 and standard deviation is 1.02.

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All of the respondents have high level involvement for social skill development. The researcher assumes that children have average of their social behaviours.

Figure 4.2 Distribution of respondents according to degree of special teacher

TABLE 4.3
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Mean, standard deviation, percentage of mean and distribution of respondents according to degree of parental involvement for social skill development Level of involvement of patents Low (0-3) Medium (4-6) High 0 0 30 0 0 100% 100% 9.8 0.65 Frequency Percentage Mean S.D Percentage of mean 98

(7-10) Total 30

The above table explains that parent have full involvement for social skill development of mentally challenged children. None of them have low or medium level of involvement.. The table also shows mean and standard deviation. The mean value is 9.8 and standard deviation is 0.65. The mean value indicates that all have high level involvement for social skill development of mentally challenged children.

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All of the respondents have high level involvement for social skill development. The researcher assumes that children do not behave it accurately. The children need rapid training to improve their behavior. Parents need more attention to their child for developing childs social behaviour. They need equal participation in their home.

Figure 4.3 Distribution of respondets according to degree of parental involvement for social skill development of mantally challenged children.

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TABLE 4.4 Mean, standard deviation, percentage of mean and distribution of respondents according to degree of peer group involvement. Level of peer Frequency group involvement Low (0-3) Medium (4-6) High 0 2 28 0 6.7% 93.3% 100% 8.7 1.3 Percentage Mean S.D Percentage of mean 87

(7-10) Total 30

The above table shows that 93.3 % of the respondents have high level of involvement of the special teachers for social skill development. 6.7% have medium level of involvement for social skill development programmes. None of them have low level involvement. The table also shows mean and standard deviation. The mean value is 8.17 and standard deviation is 1.3.

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All of the respondents (9.3%) have high level involvement for social skill development. The researcher assumes that mentally challenged children get training but they are not able to perform it accurately. More peer group interaction programmes must need for improving social skills.

Figure 4.4 Distribution of respondents according to degree of peer group involvement.

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TABLE 4.5 Mean, standard deviation, percentage of mean and distribution of respondents according to degree of co-workers involvement

Level of coworkers involvement Low (0-3) Medium (4-6) High

Frequency Percentage

Mean

S.D

Percentage of mean

0 0 30

0 0 100% 100%

10

100

(7-10) Total 30

As per the above table explains that 100% of the respondents have high level involvement for social skill development. None of them have low and medium level involvement. The table also shows mean and standard deviation. The mean value is 10 and standard deviation is 0.

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The researcher assumes that all respondents have high level involvement. The mean value indicates that all co-workers have good involvement for social skill development.

Figure 4.5 Distribution of respondents according to degree of co-workers involvement.

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TABLE 4.6 Mean, standard deviation and distribution of respondents according to level of teachers involvement and sex.
Level of teachers involvement

Low (0-13)

Medium (14-27)

High (28-40)

Mean

S.D.

sex

Male Female

1 (100%) 29(100%)

1.1 36.6

0 1.98

The above table discloses that (100%) of the male respondents have very high level role for social skill development. (100%) of the female respondents have high level of role for social skill development. None of them have low level and medium level. The table also shows mean and standard deviation. The mean value is and standard deviation of male respondents is 1.1 and 0.The mean value and standard of the female respondents is 36.6 and 1.98.

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Male and female have high level of involvement in social skill development training. The mean value indicates that all level of respondents have high level role. The researcher thinks that all special teachers give training.

Figure 4.6 Distribution of respondents according to level of teachers involvement and sex.

TABLE - 4.7

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Mean, standard deviation and distribution of respondents according to level of special teachers involvement and educational qualification.
Level of involvement

Low (1-13)

Medium (14-27)

High (28-40)

Mean

S.D.

Educational qualification

D.Ed. B.Ed. Others

0 0 0

0 0 0

16 (100 %) 38.4 5(100 %) 38 9(100 %) 36.7

1.49 3.03 2.2

The above table indicates that all of the D.Ed. special teachers have high level involvement for social skill development of mentally challenged children. All of B.Ed. special teachers have high level involvement and others have high level involvement. The table also shows mean and standard deviation. The mean value and standard deviation of the D.Ed. special teachers is 38.4 and 1.49, and the B.Ed. special teachers is 38 and 3.03, and other special teachers is 36.7 and 2.2 respectively.

Figure 4.7 Distribution of respondents according to level of teachers involvement and educational qualification. 37

The all qualified special teachers have high level involvement in social skill development. The mean value indicates that all levels of special teachers highly involved in social skill development programme. The researcher thinks that all level qualified teachers gives well training for social skill developments. Graph

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TABLE 4.8 Mean, standard deviation and distribution of respondents according to level of special teachers involvement and experience.
Level of involvement Experience

Low (1-13) 0 0 0 0

Medium (14-27) 3 7 20

High (28-40)

Mean

S.D.

Upto 2

37.7 36.4 38.15

1.9 2.4 2.0

years 1-5 years 0 More than 5 0 years

The above table explains that all types of experienced teachers have high level involvement for social skill development. None of them have low level involvement for social skill development. The table also shows mean and standard deviation. The mean value and standard deviation of up to 1 years experienced teachers is 37.7 and 1.9, and the 1 to 5years experienced level teachers have 36.4 and 2.4, and more than 5 years experienced teachers is 38.15 and 2.0 respectively.

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All of the experienced level teachers are highly involved in social skill development. The mean value indicates participation in training programmes. For this the researcher assumes that experience is not a fact for social skill development programme.

Figure 4.8

Distribution of respondents according to level of special teachers involvement and experience.

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TABLE 4.9 Mean, standard deviation and distribution of respondents according to level of special teachers involvement and class.
Level of involvement Class

Low (0-13) 0 0 0 0 0 0

Medium (14-27)

High (28-40)

Mean

S.D.

Preprimary Primary Secondary

6 (100 %) 37.8 12 (100%) 36.7 12 (100 %0 38.7

1.21 2.7 1.4

The above table indicates 100% of preprimary, 100% primary and 100% of secondary teachers do high level training programmes for social skill development. The table also shows mean value and standard deviation. The mean value and standard deviation of preprimary level is 37.8 and 1.21, and primary level is 36.7 and 2.7, and secondary level is 38.7 and 1.4 respectively.

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Figure 4.9 Distribution of respondents according to level of special teachers involvement and class.

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CHAPTER V SUMMARY, CONCLUSIONS AND SUGGESTIONS.

The present study was intended to assess and compares the social skills of MR Children. The study also considered. The impact of selected socio demographic factors on social skills of the children. Major findings obtained from the statistical at analysis of the present study, conclusion and suggestion are include in this chapter.

5.1 OBJECTIVES OF STUDY To Study the socio demographic details of the respondent To study the role of the special teacher for the social skill development support
and involvement.

To study the parental involvement and support To study about the involvement and support of the peers. To study the involvement and support of the co-workers. 5.2 METHODOLOGY IN BRIEF
The methodology used for the study of the study was descriptive survey. The sample of the study consists of 30 mentally retarded children, who were studying in various special schools in Thrissur and Ernakulam District. The tool used for this study was general data sheet and questionnaire the obtained data were tabulated and analyzed using appropriate statistical techniques.

5.3 MAJOR FINDING

The major findings of the study are;
The children with mentally challenged posses a high level of social skills. The

study shows that the teachers give training to the children. 43

 In the study it indicat that the special teachers give training to the mentally

challenged children. But the children do not do it in a proper manner.

The study show the parents have high level involvement in the mentally

challenged childrens social skills developments. Belong this study think it need more participation for children in their home.
The involvement of the peers are high in the social skill development of the

mentally challenged children the study reveal it. The Co-workers provides good support of the childrens mentally challenged childrens social skill development.

The mentally challenged children getting training through different levels. But they have lack in their social skills, because they cant getting the clear idea about the concerned classes.

The study reveal that the mentally challenged childrens need better training in a

periodic way, for eg: drama, social stories etc. The study also indicate that if the experience of the teacher is increased then the training programmes also in a high level. Through the experience the teacher can make their own teaching style. The study show that if the educational qualification is appropriate then that theachers give better training to the children. The important aim of special education is to bring the retarded children into the mainstream, so it is important to giving accurate training to the children.

5.4 CONCLUSIONS
The present study reveals that the children with mentally challenged in general a high level of social skills. The social skills of children with mentally challenged gets a high level training. In the present study the investigator assess the functional skills that is necessary for leading a social life for example peer group relationships, play behaviors etc. Out of 30 children studied only one scores the maximum of 30 in the area of social skills. Some important findings in the study are: In children with mentally challenged when the experience of the teachers increases the social skill development training is also in a high level. Their experience increases they have more methods for developing social skills of mentally challenged 44

children. And the continous trainings receives from these children, their social skills increasing. The educational qualification is a factor of social skill development of the children. The educational qualification is a proper training to the children. The all level training to their childrens social skill development. The important aim of special education is to bring the retarded children into the mainstream. The minimum demand for mainstreaming is 100% attainment of functional skills. But this study reveals that children with mentally challenged posses a improve the social skills of the children to the maximum functional level.

5.5 IMPLICATION
The findings of the study reveals that children with mentally challenged possess high level social skills. And the special teachers also gives training for social skill development of the children, the findings of the rehabilitation process of children with mentally challenged. The knowledge gained through this study is of immense use for special educators and other professionals to understand and stress the importance of improving social skills of children with mentally challenged in their socialization process, which forms an integral part in the rehabilitation of these disabled children

5.6 SUGGESTIONS
The present study reveals that the special teacher have a high level involvement for the social skill development of the mentally challenged childrens. The study finds that the mentally challenged childrens have high level of social skills. But the childrens do not do it for all situations. Because their behavior is changing from time to time. On the basis of finding of the study some of the important suggestions are given below

Take appropriate measures to improve the social skills of children with mentally
challenged.

Today the mentally challenged children getting training. But need appropriate
training for improving their social skills.

Provide more chances for interaction to the peers. Give equal participation in the home and give appropriate practice
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 Give correct remedial instructions to improve the behavior Give individual education programmes Take correct measures for behavior modification Give awareness classes for parental and family members about the importance
of social development of the children.

5.7 SUGGESTIONS FOR FURTHER RESEARCH

The present study has opened the gateway to new areas of further research. The following suggestions can be considered while conducting studies in related areas. 1. 2. 3. 4. 5. 6. 7. The present study can repeated with a large sample taken from all A detailed study on social skills of mentally challenged children can be A comparative study can be conducted by using all the domains of A similar study can be done with specific tool standardized for the A comparative study on social skills of children with mentally A detailed study of autistic Childrens social behavior and functional A study on effect of social short stories to the children of mentally districts in Kerala. conducted. MDPS. purpose of assessment of social skills. challenged with Autism and Down Syndrome. development. challenged.

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