ISSN 2229-5143
FACULTY OF DISABILITY MANAGEMENT AND SPECIAL EDUCATION
JOURNAL OF DISABILITY MANAGEMENT AND SPECIAL EDUCATION ISSN : 2229-5143 Volume 3
Number 1
January 2013
CONTENTS Editorial board
iii
Instruction to authors
iv
Editorial
v
The Effect of Cryoflow (Infra Red Guided) as a Component of Comprehensive Treatment In Shoulder Pain: Rahul Ranjan , P.K. Mitra, Dr. Ratnesh Kumar, Dr. Suraj Kumar & Pooja Ghosh Das
1-13
A Study on Effectiveness of Out-door Environment in Learning Independent Living Skills for Adults with Multiple Disabilities: Dr. K. Balabaskar, C. Mala & D. Rajkumar
14-23
An Analysis of the Extent of Mathematical Achievement by Adolescents with Mild Intellectual Disability: Dr. A.T. Thressiakutty
24-35
Educational Perspectives of Individuals with Deafblindness: A Review of Literature: Shruti Bobade
36-48
District Institute for Education and Training: Teacher Educators’ Readiness for Inclusive Education in Sikkim: G. Srikrishna & Seshagiri Rao Joshi
49-55
Possible Academic Achievement of the Students with Intellectual Disability : Special Educators’ Perspective: A. Sudha
55-63
Interpersonal Skills of Adolescents with Visual Impairment : Nobin Bhowmik & S. Parween
64 -73
Opinions of Secondary Special School Students with Hearing Impairment about Inclusive Education: Dr. Gayatri Ahuja
74-78
Freedom and Bondage: Brahmachari Pradeep
79-80
Success Story: Anjum Khan
81-83
JOURNAL OF DISABILITY MANAGEMENT AND SPECIAL EDUCATION Jo u rn a l o f D is a bil it y M a na ge me nt a nd S pe c i a l Ed uc a ti o n (JO DM S E) is a bi-annual publication of the Ramakrishna Mission Vivekananda Univeristy (RKMVU). The journal publishes original articles in the area of Disability Management and Special Education. It includes research articles, book reviews, success stories of persons with disability, news about conferences, letters to the editors and forthcoming events. The purpose is to promote research in the area of disability rehabilitation. The subscription rates are given below: Single copy: ` 200/-
One year : ` 400/-
Three years: ` 1000/-
Mode of payment: Payment should be made by cheque or Demand Draft drawn in favour of the “Ramakrishna Mission Vivekananda University” payable at Coimbatore FORM: IV Statement about ownership and other par culars about Journal of Disability Management and Special Educa on
1. Place of Publica on 2. Periodicity of Publica on 3. Printer’s Name Na onality Address
: : : : :
Coimbatore Bi-annual Vidyalaya Prin ng Press Indian Ramakrishna Vidyalaya Prin ng Press, SRKV Post, Periyanaickenpalayam, Coimbatore 641 020 4. Chief Editor’s and Publisher’s Name : Dr. A.T.Thressiaku y Na onality : Indian Address Ramakrishna Mission Vivekanada University, Faculty of Disability Management and Special Educa on, SRKV Post, Periyanaickenpalayam, Coimbatore 641 020 Tel: 0422 2697529, Mobile: 76392 66343 5. Name and addresses of Individuals & : Ramakrishna Mission Vivekananda University, shareholders holding morethan 1% of Faculty of Disability Management and the total capital Special Educa on, SRKV Post, Periyanaickenpalayam, Coimbatore 641 020 Tel: 0422 2697529 e-mail: jodmse@gmail.com, fdmedu@gmail.com I, Dr. A.T. Thressiaku y, hereby declare that the par culars given above are true to the best of my knowledge and belief. ii
JOURNAL OF DISABILITY MANAGEMENT AND SPECIAL EDUCATION ISSN : 2229-5143 Volume 3
Number 1
January 2013
EDITORIAL BOARD CHIEF ADVISOR Swami Atmapriyananda Vice-chancellor, Ramakrishna Mission Vivekananda University
ADVISORS Swami Abhiramananda Administrative Head, FDMSE, RKMVU
Br. Pradeep Asst. Administrative Head, FDMSE, RKMVU, Coimbatore
Dr. M. Chandramani Dean, FDMSE, RKMVU, Coimbatore
CHIEF EDITOR Dr. A.T. Thressiakutty Professor, FDMSE, RKMVU, Coimbatore
EDITOR Abhishek Kumar Srivastava Asst. Professor, RKMVU, FDMSE, Coimbatore
EXPERT MEMBERS Dr. Jayanthi Narayan
Dr. N. Muthaiah
Former Deputy Director, NIMH, Secunderabad
Principal, College of Education, Ramakrishna Mission Vidyalaya, Coimbatore
Dr. Asmita Huddar Principal, Hashu Advani College of Special Education, Mumbai
Dr. S. Venkatesan
Sri N. Narendiran
Ms. M. Annakodi
Professor, Clinical Psychology, AIISH, Mysore
Asst. Professor, FDMSE, RKMVU, Coimbatore
Audiologist & Speech Pathologist
iii
Instructions for Author(s) The chief editor invites original, scholarly articles and research papers within the aim and scope of the journal, that have not been published previously or submitted elsewhere, and that are not under review for another publication in any medium (e.g. printed journal, conference proceedings, electronic or optical medium) should be submitted to the Chief Editor, Journal of Disability Management and Special Education (JODMSE). A declaration by the author(s) that the paper(s) has/have not been sent elsewhere for publication/presentation is also required. Copyright clearance for material used in the article should be obtained by the author(s). It will be assumed that submission of the article to this journal implies that all the foregoing conditions are applicable. All articles and correspondence related to contribution should be addressed to the Chief Editor, JODMSE on the following e-mail: jodmse@ gmail.com Copyright: The authors are responsible for copyright clearance for any part of the contents of their articles. The opinions expressed in the articles of this journal are those of the authors, and do not reflect the objectives or opinion of RKMVU, FDMSE. Peer review: All Contributions submitted will be subjected to peer review. Format: The whole text manuscript must be typed in double space on one side A4 paper (including references) and should have oneinch margin at three sides and wide margin to the left side of the text. Every page should be numbered correctly including the title page. The article should confirm to APA style. Soft copy of the article should be attached and submitted to the above-mentioned e-mail. Title page: This should contain the title of the manuscript, the name of the author and at the bottom the address for correspondence including email ID, the number of authors should not exceed three. Abstract: The second page should contain iv
an Abstract of not more than 150 words, stating the purpose of the study, the methods followed, main findings (with specific data and their statistical significance if possible), and the major conclusions. Main body of the text: Articles must be concise and usually follow the following word limitations: 1 Research Papers (3000-5000 words normally, 6000-8000 words in exceptional cases) 2 Short communication (1000 – 3000 words) on new ideas/new areas work/innovation/ action research/ ongoing investigations/ conference and seminar and work shop outcomes. 3 Book reviews (1000-2000 words) Organization of the text: The general organization of research papers should be as follows: 1. Introduction should include important review of relevant studies which leads to the need, scope and objectives of the study. 2. Methodology should include sampling techniques, tool(s)/tool development and details of validation, data collection procedure and scheme of data analysis. 3. Results and discussion. 4. Conclusion. 5. Appendices may be used to amplify details where appropriate. Tables: Tables/figures should be typed at their apt position in the text. There should not be duplication of information by giving tables as well as graphs. Footnotes: Footnotes to the text should be avoided. References: References should be indicated in the text by giving the name of author(s) with the year of publication in parentheses. References should be alphabetically listed at the end of the paper. References should also be in tune with APA style.
Vol. 3. No. 1 January 2013
Journal of Disability Management and Special Education
Editorial
ISSN: 2229-5143
Qualitative Research in Special Education: Is it relevant? The essential qualities of a phenomenon within a particular context are systematically studied in qualitative research. Although there may be an impression that qualitative research is new to special education, its history can be traced back almost two centuries. It involves empiricism, knowledge production, particular research skills and tools, production of scientic evidence, coherent articulation of results and usefulness of ndings as well as their implications for the eld. Qualitative research is conducted for a variety of purposes. Descriptive information from qualitative studies leads to an understanding of individuals with disabilities, their families, and those who work with them. Qualitative studies play an important role to explore attitudes, opinions, and beliefs of a number of parties involved in special education and to examine personal reactions to special education contexts and teaching strategies. Descriptions about settings conducive to productive learning outcomes or life circumstances also are of value. Qualitative designs can trace and document certain teaching and learning effects. They can explore the nature and extent to which a practice has a constructive impact on individuals with disabilities, their families, or on settings where they tend to work, reside, or be educated. Confusion about qualitative work is partly due to the fact that qualitative approaches developed somewhat simultaneously in separate elds (e.g., symbolic interaction in psychology, phenomenology in philosophy, discourse analysis and interpretive work in cultural studies, conversation analysis in sociology and socio-linguistics, ethnography in anthropology, naturalistic inquiry in education, life story and oral history in history and folklore). Qualitative, naturalistic, interpretive, eld or case study, inductive research, and ethnography often are listed interchangeably or to refer to the same methods (Merriam, 1998). Inquiry, research, method, design and study also are basically synonymous. A common claim is that qualitative research is inductive {process of reasoning from specic to general). In that certain contexts or small numbers of individuals are studied before theories (explanations, hypotheses) are developed. Indeed, it seems the more experienced the researchers, the more their studies would anticipate ndings and be designed to document rather than discover phenomena. Qualitative researchers decide on the designs and techniques to address research questions and problem conceptualization. They typically collect their own data by observing in the eld and/ or interviewing participants, nd relevant documents to examine, sort through data, reading transcripts and eld notes, to make sense of information collected. Perhaps the most controversy among qualitative researchers relates to opinions about objectivity and subjectivity. Many hold the belief that subjectivity cannot be completely controlled. The researchers are studying phenomenon through a particular positional lens
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Thressiakutty / Editorial
(e.g., postmodern, feminist, disability studies) or that the scholarly gaze is enhanced by the moral grounding (Brantlinger, 1999). In contrast, qualitative researchers on the more positivist end of a qualitative to quantitative continuum see subjectivity as a problem that interferes with research validity. Qualitative researchers may attempt to bracket their subjectivity by taking inventory of, and attempting to control, assumptions and biases when collecting and analyzing data. However, rather than believing it, possible to be neutral, distant, and objective, most qualitative researchers recommend being explicit about personal positions, perspectives, and value orientations. Personal narratives and life histories are prominent forms of qualitative work that explore the lived experiences of people with disabilities. An assumption of narrative research is that people are storytellers, who lead storied lives. Representing various disciplines, people with disabilities have written memoirs, autobiographies, and auto ethnographies. By focusing on participants’ personal meanings, qualitative research “gives voice” to people who have been historically silenced or marginalized. Brantlinoer, E. et al (2005).Council for Exceptional Children Qualitative studies by special education scholars often draw from the voices of recipients of special education services. Others document school and classroom practices. These studies remind us to question what we think we know and who we think we are as professionals and open space for discussion with recipients of special education services about the characteristics of the good life in a pluralistic, democratic society. Quantitative research reports must include information about validity and reliability. Although less applicable to interpretive types of research, qualitative researchers also have the task of ensuring that their empirical qualitative studies (involving actual collection of data in the eld) are credible and trustworthy. Qualitative work can be empirical and can produce knowledge if research tools are used in a systematic and informed manner. Qualitative studies can produce scientically sound evidence that informs policy and practice. Qualitative research is not done for purposes of generalization but rather to produce evidence based on the exploration of specic contexts and particular individuals. It is expected that readers will see similarities to their situations and judge the relevance of the information produced to their own circumstances. Because quality researchers make no claims that they can create universal and essential knowledge for policy or offer universal prescriptions for practice, instead describe research projects to show how the results can inform policymakers and practitioners.
A.T. Thressiakutty, PhD Chief Editor, JODMSE vi
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ISSN 222 9-51 43
RAMAKRISHNA MISSION VIVEKANANDA UNIVERSITY PO Belur Math, Howrah, West Bengal, 711202, India, Phone: 91-33-26549999, Fax: 91-33-26544640, Web: www.rkmvu.ac.in
FACULTY OF DISABILITY MANAGEMENT AND SPECIAL EDUCATION SRKV Post, Periyanaickenpalayam, Coimbatore - 641 020 Phone: +91 422 2697529, Fax: +91 422 2692353, E-mail: jodmse@gmail.com, fdmedu@gmail.com, Web: www.vihrdc.org, www.rkmvucbe.org