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Home >> NPOs >> Nilam Patel Bahushrut Foundation >> Nilam Patel's Thesis



Broad Objectives:
1. To identify the special needs of hearing impaired children in inclusive education.
2. To study the contribution made by the parents, teachers and special educators towards 
    facilitating inclusion.
3. To bring clarity in the roles played by parents, teachers and special educators towards 
    hearing impaired child’s education in inclusive setup.
4. To study and bring in to focus the factors that influence towards success or failure of 
    inclusive education.

Specific Objectives:
1. To identify special schools who are mainstreaming hearing impaired students in to regular 
2. To identify and select 35 to 40 hearing impaired students from these schools.
3. To contact parents, teachers and special educators / speech therapist / resource teachers of 
    the selected hearing impaired children.
4. To collect data from these three sets of people through questionnaires.
5. To analyze the data collected to come to specific conclusions.

Three schools for Hearing Impaired were selected on the basis of their past record in mainstreaming of hearing impaired children in to the regular schools. One in South Mumbai, one in Central Mumbai and one in Western Mumbai. Three sets of questionnaires* were prepared for each child. One to be filled by the parents, one by the regular teacher and one by the special educator / speech therapist / resource teacher in case the child was trained by any one of them. The questions were framed in simple language and were easy to fill. These sets were given to the principals of special schools to be given to the children they had already mainstreamed. The principal was also asked to select equal number of children from pre-primary, primary and secondary schools if possible. 

The sets of questionnaires were given out to the respective children. These were duly filled and returned to the school principals. In some cases parents, regular schools and special educators were directly approached to fill out the questionnaires for the children concerned. Though in all 45 sets were distributed only 36 complete sets were returned duly filled. In many cases, the regular school teachers were not co-operative in filling them out. Some teachers unduly delayed returning it, some returned the questionnaire back without filling it and some did not return it. On the other hand some parents and principals of special schools were extremely co-operative and sent in the duly filled questionnaires directly. The data collected in these questionnaires were tabulated and analyzed. (Refer to Appendix)

The United Nations is working on a convention on the rights of disabled people to help move disabled people from exclusion to inclusion. Inclusive education is a right and not a privilege of every child. Inclusive education helps to reduce isolation of disabled children, promotes psychological acceptance by normal children and equips disabled with the competencies required to face life with courage and confidence. What does it take to make this possible? What is it that makes it difficult? And what is it that contributes towards making this task almost impossible? These are some questions that need to be investigated. The findings could help thousands of children who are at a disadvantage from the moment they are born. The study could provide an insight in to various aspects of their intellectual, emotional and social growth. It could also provide valuable information on the roles played by key persons, namely mother, special educator and the regular teacher and their contribution towards success or failure of inclusive education for hearing impaired children. The findings could guide us in taking appropriate measures to fill in the gaps that contribute negatively towards success of inclusive education. What the Government authorities need to do to prevent discrimination and assure education for all. What measures need to be taken to create awareness regarding the disability, especially among educators and general public, thereby helping to change their perceptions in a positive direction. School authorities could take remedial measures and parents as well as special educators could extend their support in a more meaningful way. 

There are limitations to this particular study due to various factors. The sample of the study is very small. The subjects in the sample have been selected based on single criteria of them studying in regular schools. Only subjects mainstreamed by three schools for hearing impaired and some individual subjects have been included in the study. As a result a limited number of professionals providing special services have filled in the questionnaire. The subjects selected are only from urban area. Though an effort was made to select the subjects from pre-primary, primary and secondary levels of education, equal numbers of subjects were not available at each level. Since the data collected was through questionnaire and not personal interview there is a possibility of ambiguity due to lack of clear understanding of the question. Many regular teachers had taught the children for less than a year and therefore did not know much about the child.


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