CHAPTER 1

CHAPTER 1

1. INTRODUCTION

This is natural truth that each and every organism in this universe is different from the others, in

the same way all children are not alike, and they are different from each other as some are gifted.

Some are less talented, some have the physical differences and may be termed as blind, low

vision, deaf and dumb speech disorder, lack of non-functional limbs, and some children have

severe illness as epilepsy emotional disturbances, mental retardness and many psycho–physical

disturbances that cause a great challenge.

While most persons are likely to be different from what is considered as the normal to some

extent or the other, in some persons the deviation may be so pronounced that it marks them as

exceptional and therefore needing special attention. Such children exhibit marked behavioral or

communication disorders, or intellectual, physical or multiple disabilities. While all students

need support to some extent from teachers, classmates, family and the community to help them

adjust then in the school environment as will be additional support better than normal school

conditions.

The term 'special education' refers not only to the process of teaching students with a learning

disability, a development disability or a behavioral problem, but is also extended to cover

children who display exceptional abilities and talents in one or more fields and are called gifted

children.

Gifted children are more capable than others, have a higher level of intelligence, can absorb

knowledge faster and retain it better. They are happy to undertake extra and complex work but

1
get bored with routine curricular activities. They may have natural talents and special aptitudes

for creative and artistic work. Their educational needs are clearly different from those of children

with disabilities or even normal children. Gifted children, though generally categorized as

children with special needs along with children with disabilities, thus, form a group apart.

Children who are different from normal children are termed as exceptional children. This study

excludes the gifted children from its purview and deals only with the educational needs of the

disabled.

1.1 Historical Evolution of Education of the Disabled

In pre-historic and primitive ages, the disabled were treated with contempt. In those times, when

physical abilities counted most for day-to-day living, such persons were generally victims of lack

of proper care and concern. Frampton and Gall (1955) observed that handicapped children were

not given proper attention especially disabled children and it was a universal practice.

As social conscience developed, these practices yielded place to attitudes of compassion and a

desire for remedial measures. All great religions preach compassion for the disabled. In ancient

India too, society was required to treat the disabled with compassion and sympathy. Though,

under the influence of religious prescriptions, persons with disabilities were, thus, treated in a

more humane fashion right through the Middle Ages, it was only after 1500 A.D. that real

progress has been made for the care and education of the disabled child. The process of change

was initiated by scientific and medical research that showed the way toward the solution of the

problems posed by disabilities.

It was, however in the Eighteenth Century to the second half that the concepts of education for

the disabled took their root. The liberal, socialistic ideas sweeping across the western

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hemisphere, France and the USA provided the inspiration to political and social reformers and

experts in medicine and education to focus on children with special educational needs.

The first residential institute for the mentally retarded was founded by Samuel Gridley Howe in

Boston, Massachusetts in the year 1848. In 1869, the US Patents Office registered the first

wheelchair patent.

In India, the first school for the deaf was started at Bombay in the year 1883 and the first school

for the blind at Amritsar in the year 1887. There are over 3,200 such special schools today run

mostly by non-governmental organizations (NGOs).

International action concerning the disabled got accelerated during the 1990s. In 1992, the

United Nations adopted a resolution declaring as International Day of the Disabled in the month

of December of each year. The objective was to promote awareness and understanding of issues

relating to the disabled and to mobilize support for practical action. UN General Assembly

adopted "The Standard Rules on the Equalization of Opportunities for Persons with Disabilities."

in 1993.

Encouraged and assisted by the activities of the international bodies, several initiatives were

taken by the national governments in several countries to promote rights, and economic and

social development and education of the disabled.

United Kingdom Disability Act of 1995 it was found that the disabled are treated with

discrimination. In the schools, a child is identified as one with Special Education Needs (SEN)

and bearing the responsibility of the Special Education Needs Coordinator (SENCO). It was

realized that all the special children need equal support to achieve success.

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1.2 Concepts of Impairment, Disability and Handicap

There is no specific and precise definition of disability. As mentioned earlier, most human beings

are not perfect in all respects, mentally and physically, the extent of imperfection varying widely.

Moreover, the term 'disability' is not accepted a universal concept. Its meaning is according to

cultural and attitudinal differences prevailing in different societies.

A form of disability considered as disability in one cultural setting might not be considered so in

another one. For example, in Northern Mali, (Mali, a country in African Continent), an ugly

woman was considered to be most disabled. In some other societies, dwarfs are considered

disabled, even though being a dwarf does not impose any limitations on the person's functioning.

Referring to these complexities in evolving a uniform concept of disability, Dr. Einar Helander

opined that the early definition of a disabled person could be "a person who in his/her society is

regarded as disabled, because of a difference in appearance and behavior".

In simple terms, disability may be termed as impairment, physical or mental. It may be

understood as a "significant loss or want of abilities, temporary or permanent, due to disease,

accident, genetic causes or any other reason" (Pandey and Advani). It significantly hampers an

individual's capability to perform a particular task as per standards. Clearly, the extent of one's

disability is a matter of degree.

The World Health Organization (WHO) distinguishes between Impairment, Disability and

Handicap as:

(a) Abnormality of psychological and physiological structure is called impairment.

(b) Lack of ability to perform a particular activity in such a way that a normal person is

4
 considered is called disabled.

(c) A person who does not perform like a normal person and this depends upon socio-

cultural factors.

It may be observed that.

 impairment may be corrected with appropriate aids and appliances and need not always

lead to a disability or a handicap,

 A disability is a consequence of impairment that effects and limits the normal activities; it

directly causes the consequences to respond psychologically or physically.

The United Nations World Programme for Disabled Persons adopted in 1982 defined 'handicap'

as the relationship between disabled and its related environment: "It occurs when they encounter

cultural, physical or social barriers which prevent their access to the various systems of society

that are available to other citizens. Thus, handicap is the loss or limitation of opportunities to

take part in the life of the community on an equal level with others".

1.2.1 International Labor Organization (ILO)

"The term 'disabled person' means an individual whose prospects of securing, retaining

and advancing in suitable employment are substantially reduced as a result of a duly

recognized physical or mental impairment". It may be observed that while the WHO

definition is formulated basically from the health point of view, the United Nations'

definition is formulated from the point of social equality and that of the ILO relates to

equality in employment. (Convention No. 159).

The United Nations Standard Rules on the Equalization of Opportunities for Persons with

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Disabilities, 1993, describe 'disability' as summarizing "a great number of different functional

limitations occurring in any population in any country of the world. People may be disabled by

physical, intellectual or sensory impairment, medical conditions or mental illness. Such

impairments, conditions or illnesses may be permanent or transitory in nature".

In this revised classification, the earlier terms of 'disability' and 'handicap' (used in the 1980

Classification) have been replaced by 'Activity Limitation' and Participation Restriction'

respectively, while using the term 'disability' in an umbrella sense to cover all impairments,

activity limitations and participation restrictions. The meanings attached to different terms used

in the above terminology are shown below:

(i) Physical Functions all the physical as well as bodily functions and psychophysical are

termed as physical functions.

(ii) Physical Structures means parts of the body organs, limbs and their different

components are named as physical structures.

(iii) Impairments are the problems in body functions such as any deviation in the body

significantly.

(iv) Activity limitations cause difficulties in the individual in the execution of activities.

(v) Participation restrictions, where an individual experiences the life situations and

involvement.

The Government of India formulated certain uniform definitions of various terms relating to

disablement. These definitions are:

1.3 IMPAIRMENTS

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Permanent psychological loss and abnormality are termed as impairment e.g., if there is infective

part or tissue in the body, and imputed limbs. Any facts in body as polio, myocardial, cerebra-

vascular, thrombosis restricted pulmonary capacity, diabetes, myopia, disfigurement, mental

retardation, hypertension, perceptual disturbance, these all are the causo-factor are termed as

impairments.

1.3.1 Functional Motor

Total inability to perform the activities which are must for psyche-motor activities, which the

normal person is capable of doing as walking, speaking writing, speaking hearing counting etc.

Functional limitation is for a short time, permanent or reversible whenever it is possible; it will

be quantifiable and may be described as progressive.

Disability according to the sex, age, subjects, where the existing difficulty in the permanence of

the activities which in accordance subject, age, sex and normative, basis of components daily

living as self-care, social relations person is incapable to perform.

1.3.2 Temporary Total Disability

When a person is unable to work during this time may be affected with orthopedic,

ophthalmologic in the category of total disability.

1.3.3 Temporary Partial Disability

When a person recovers after the treatment and starts working properly is the sign of

improvement.

1.3.4 Permanent Disability

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When there is a damage or physical loss for a long time and is un-curable permanently is called

as permanent disability.

1.3.5 Types of Disabilities

The persons who have different type of disabilities which can be broken into many subcategories

are given below;

 Physical impairments, muscular dystrophy, polio syndrome, spine and cerebral palsy.

 Sensory impairments are visual and hearing disability.

 Cognitive impairment- Autism and Down’s syndrome.

 Psychological condition, Depression and Schizophrenia

An alternative way of classifying disabilities is;

 Visual disability

 Hearing disability

 Loco motor disability

 Mental disability

Visual disability may be further divided into sub-categories.

(a) Total blindness, and

(b) Low vision.

According to the Persons with Disabilities (Equal Opportunities, Protection of Rights and Full

Participation) Act, 1995, it includes the following main categories:

(i) Blindness:

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 (a) Complete loss of vision

(b) Vision not more than 6/60 or 20/200 (Snellen) in correcting lenses for better eyes.

(c) Limited vision in field with an angle of 20 degree or the worse.

(ii) Low Vision: After treatment, the standard refracting correction, a person who is slightly

capable of using vision in the execution of a task using an appropriate assertive device is

called low vision.

(iii) Leprosy-Cured: Even after treatment and cured of leprosy he is suffering from this

problem.

(a) Where the hands or feet paresis in the eye, eyelid but no manifest deformities are

called loss of sensation.

(b) Multiple deformity and paresis; having sufficient movements of hands and feet

but cannot work properly.

(c) Advanced stage of Extreme physical deformity stops the person from doing useful

occupation, or the expression "leprosy cured" shall be termed as Leprosy cured.

(iv) Hearing impairment: Loss of sixty decibels or more in the better ear in the

conversational range of frequencies fall in this category.

(v) Loco Motor Disability: Disability of the bones, joints, muscles leading to substantial

restriction of the movement of the limbs, or any form of cerebral palsy fall in this

category.

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(vi) Mental Retardation: When the mental growth of the person by sub normality of

intelligence is called Mental Retardation

(vii) Mental Illness: Any mental disorder when the disability is not less than 40 percent as

certified by a media authority is called Mental Illness.

1.4 DEVELOPMENT OF SPECIAL EDUCATION IN INDIA

It has been observed that in this group most of the children are not enrolled or they have dropped

out due to any reason. Due to linear provision in special education schools slow progress has

been observed.

Integration of the handicapped into the regular school programme enunciated by the Kothari

Commission leads to (i) reduction of costs of education and (ii) promotion of mutual

understanding between the handicapped and non-handicapped. However, many handicapped

children find it difficult to cope with normal ones as they tend to be neglected. It is increasingly

felt that every attempt should be made to bring in as many children into integrated programmes

as possible.

National Education Policy 1986 which recommends that loco motor handicaps and other minor

handicapped children will be treated as common with others who have been recommended to

enroll in special schools providing facilities as hostels and others.

Universalization of primary education along with other children is the ideal education of the

handicapped.

Equalization of educational opportunities, POA (1992) also advocates that the disability of the

children should be a quality education in comparison to other children. As the following are the

reasons-

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 (1) General primary schools’ children.

(a) Enrolment of students at universal level 9th five-year plan.

(b) Adjustment and adaptation of curriculum for special needs ensures the achievement

of curriculum and technique for them.

(2) For those children who need their education in a special school but are in general school-

(a) Universal enrolment by the end of the 9th Five-year plan.

(b) To ensure achievement of the level of learning commensurate with the potential.

(3) To reduce the dropout rates as par with other children.

(4) To enable the disabled children of secondary and senior secondary school so that they

may access resources and make a special provision for the vocational training of these

children.

(5) Pre-service and In-service teacher education programs are required to meet the special

needs through orientation programs.

(6) To meet the educational and vocational training need of disabled persons, reorientation in

adults and non-formal education is required.

1.5. SPECIAL NEEDS OF THE HANDICAPPED

1.5.1 Definition of Exceptional Children

The term ‘exceptional’ means the children who are different from others specially children who

have unusual talent. “To be exceptional is to be rare or unusual.”

Crow and Crow-

“The term ‘exceptional’ is applied to a trait or to a person possessing a trait up to the extent of

deviation from normal possession of the trait. It is so great a deviation that because of it the

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individual warrants or receives special attentions from his fellows and his behavior responses

and activities are thereby affected.”

W.M. Cruickshank (1974)-

“An exceptional child is he who deviates, physically, intellectually and socially so marked by

from normal growth and development that he cannot be benefited from regular classroom

programs and needs special treatment in school”.

According to Kirk (1962)-

“An exceptional child is he who deviates from the normal or average children in mental, physical

and social characteristics to such an extent that he requires a modification of school practices or

special educational services or supplementary instruction in others to develop to his maximum

capacity.”

Hewelt and Forness (1984)-

“An exceptional learner is an individual who because of uniqueness in sensory, physical,

neurological, temperamental or intellectual capacity and/or in the nature and range of previous

order to maximize his or her functioning level.” According to this definition all the children are

called exceptional.

1.5.2 Characteristics of Exceptional Children

1. Deviation from normal to specific is termed as exceptional; these traits are reflected in

the individual from the beginning.

2. Children who differ notably from the average children are named as exceptional in their

category.

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 3. The children who different physically, mentally, emotionally and socially from normal

growth and development.

4. Children who never get benefit in their regular classes in teaching programmes are called

exceptional.

5. The child who needs a modification of school practices, seeks special treatment in school

to develop his unique adjustment are called exceptional.

6. An exceptional child belongs to both the extremes of physical, mental, social, emotional

and educational achievement.

1.5.3 Types of Exceptional Children

(1) Auditory Handicapped

(2) Visual Handicapped

(3) Mentally Retarded

(4) Learning Disability

(5) Emotionally Handicap

(6) Emotionally disturbed

(7) Speech Handicapped

(8) Specific Problems

(9) Multi- physiological Handicaps

(10) Gifted Children

(11) Creative children

(12) Socially Backward Children

1.6.1 Meaning and Definition of Creativity

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Convergent thinking and divergent thinking are the two main aspects of creative thinking. The

creative children are different from the other general children. Creative children are different in

numerical, verbal, thinking productivity, reasoning, Intelligence quotient and socio-cultural

perception. They have the original, thoughts, fluency, way of working, creative thinking about

social obligations and flexibility. Convergent thinking means they have mental readiness to solve

the problems before it comes. Divergent thinking means they are ready to solve the problem

when it comes to the individual. These are 120 mental abilities regarding process, content and

product. 24 Creative abilities are called “Structure of intellect”. There is no psychological test or

experiment to measure creativity. Creative persons have unique adjustment with their socio-

cultural and natural environment.

1.7 MENTALLY RETARDED CHILDREN

There are two terms ‘Mental retardation’ and ‘Inertial deficiency’ differs significantly with each

other. A lower level of intelligence or low intelligent quotient refers to sub-average intellectual

functioning which assertion the growth of the mind period. Mental deficiency is due to the

heredity factors as well as environmental factors. Mental retardation is remediable whereas

mental deficiency is not remediable. Mental deficiency is due to nervous system, but mental

retardation is due to social and intellectual factors.

1.7.1 Meaning and Definition of Mentally Retarded Children

“Mental deficiency is characterized by inadequate intellectual functioning in adaptive,

associative and learning power, yet sufficient with I.Q. fifty (50) to become socially adequate

and occupationally competent with the help of special educational facilities.”

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American Association on Mental Retardation defined: “Mental Retardation refers to significantly

sub-average general intellectual functioning, resulting in or associated with concurrent

impairments in adaptive behavior, and manifested during the developmental period.”

The child who has mental deficiency lacks in mental development and possesses less I.Q. Their

I.Q. limits from 50 to 75 are classified as mental retarded.

1.7.2 Historical Development of Mental Retardation

The Mental Deficiency Act of 1921 in England considered “Mental defectiveness as conditions

of arrested or incomplete development of mind existing before the age of eighteen years, whether

arising from inherent causes or induced by disease or injury”.

One of the earliest definitions was given by Drool (1941). According to him mentally retarded

children show different characteristics.

These are:

1. Social Incompetency

2. Mental Sub-normality

3. Developmental link of deficiency

4. Retardation finally comes on maturity.

5. Retardation is constitutional in origin and

6. It is essentially incurable.

Encyclopedia Britannica defines mental deficiency as “A state of subnormal evaluation of the

human organism in consequence of which the individual affected is incapable of assuming the

responsibilities expected of a socially adequate person, such as self-direction, self-support and

social participation.”

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Sarason and Doris (1969) defined, “Mental retardation refers to individuals, who for temporary

or long-standing reasons function intellectually below the average of their peer groups, but social

adequacy is not in question or if it is in question, there is little likelihood that the individual can

learn to function independently and adequately in the community.”

Heber defined mental retardation as “significantly sub-average general functioning existing

concurrently with deficits in adaptive behavior and manifested during the developmental period”

(Heber, 1959).

Restated Definition as: “Mental retardation refers to significantly sub-average general

intellectual functioning, resulting or associated with, concurrent impairments in adaptive

behavior and manifested during the developmental period.” This definition has three aspects:

(1) Sub-average intellectual functioning

(2) Developmental in origin, and

(3) Impairment in adaptive behavior

Different curriculum, programs and material is required for mentally retarded children in

addition to development of skills of self-care and simple skills. TMR students eventually develop

language skills, but articulation problems are more common than those in the EMR children.

Teachers use experiences as well as reinforcement techniques to teach the TMR.

Severely retarded (IQ range about 20 to 35) and profoundly retarded (IQ below 20) children are

not considered for school placement. Educators usually referred to all retarded children below

the TMR level as custodial. It was assumed that all such children would be in residential

institutions. Although today about 80% of individuals who are in residential facilities are

severely or profoundly retarded, many others have remained at home. With the de-

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institutionalization movement, many children in western countries are provided education

through public schools.

1.7.3 Characteristics of Mental Retardation

1.8 MENTAL HEALTH AND HYGIENE

The knowledge and understanding of learning, intelligence, personality and motivation is

sufficient for a teacher but they must understand the mental health of the students. Mental health

influences the functioning of students and also their physical health. Mental health and physical

health have very closely related one another. A teacher has to deal with normal students in the

classroom as well as in the school. Mental and physical illness has the adverse effect on their

performance and learning, outcomes. It is essential to understand the concept of mental health of

students.

1.9 The Problem: -To be specific the study has been entitled: “A Comparative Study of

Special Educators and Other Teachers in Relation to Their Attitude towards Teaching and

Teaching Competence at the Primary, Secondary, and Senior Secondary Schools Located

in Delhi NCR”. The basic purpose of Study is to study about special educators and other

teachers related to the attitude and competence of the teachers who teach students with special

needs of who are challenged physically, mentally, psychologically and emotionally and they

need special attention to help them in adjust in the mainstream.

1.9.1 Assumptions: - It has been assumed that in the present study that special education for

special children need special attention and a human touch concern to help them to adjust in the

mainstream, as they have the right to live in every walk of life, as these children are not

problematic. They require special attention, it has been assumed that if educationists,

17
policymakers and administrations develop such system in education for these children with the

help of parents so that they can live and accept the challenges rather than to be considered as a

burden on the society, more often than not they can set examples for other to emulate.

1.9.2 Need and Significance of the Study

It is self-proven that in the capacity building qualitative and quantitative improvement in the

education system at all three level of schools primary, secondary and higher education.

It is must to have the selection of all qualified and dedicated teachers are required to take up this

challenge to deal with the special need and challenged students. Question is not to increase the

knowledge and competence of the special education but more than to creative the live situations

that their attitude towards life specially then adjustment and accommodation in society. For these

special trained and dedicated teachers are required for this purpose. So, it is the demand of the

present scenario to prepare such the courses and schemes for such children. Some institutions

have initiated to work in this direction, but it seems that efforts are being made half-heartedly

which are not able to stimulate the students’ teachers to join on their portals to get professional

training for this specific purpose.

1.9.3 OBJECTIVES

1. To do a comparative analysis of the attitude of Special Educators and General Teachers

in terms of their, “Attitude towards the teaching profession” at Primary Level Schools.

2. To do a comparative analysis of the attitude of Special Educators and General Teachers

in terms of their, “Attitude towards teaching profession” at Secondary Level Schools.

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3. To do a comparative analysis of the attitude of special educators and General Teachers in

terms of their, “Attitude towards the teaching profession” at Sr. Secondary Level Schools.

4. To do a comparative analysis of the attitude of special educators and General Teachers in

terms of their, “Attitude towards classroom teaching” at Primary Level Schools.

5. To do a comparative analysis of the attitude of special educators and General Teachers in

terms of their, “Attitude towards classroom teaching” at Secondary Level Schools.

6. To do a comparative analysis of the attitude of special educators and General Teachers in

terms of their, “Attitude towards classroom teaching” at Sr. Secondary Level Schools.

7. To do a comparative analysis of the attitude of special educators and General Teachers in

terms of their, “Attitude towards child centered practices” at Primary Level Schools.

8. To do a comparative analysis of the attitude of special educators and General Teachers in

terms of their, “Attitude towards child centered practices” at Secondary Level Schools.

9. To do a comparative analysis of the attitude of special educators and General Teachers in

terms of their, “Attitude towards child centered practices” at Sr. Secondary Level Schools.

10. To do a comparative analysis of the attitude of special educators and General Teachers in

terms of their, “Attitude towards the education process” at Primary Level Schools.

11. To do a comparative analysis of the attitude of special educators and General Teachers in

terms of their, “Attitude towards the education process” at Secondary Level Schools.

12. To do a comparative analysis of the attitude of special educators and General Teachers in

terms of their, “Attitude towards the education process” at Sr. Secondary Level Schools.

19
13. To do a comparative analysis of the attitude of special educators and General Teachers in

terms of their, “Attitude towards pupils” at Primary Level Schools.

14. To do a comparative analysis of the attitude of special educators and General Teachers in

terms of their, “Attitude towards pupils” at Secondary Level Schools.

15. To do a comparative analysis of the attitude of special educators and General Teachers in

terms of their, “Attitude towards pupils” at Sr. Secondary Level Schools.

16. To do a comparative analysis of the attitude of special educators and General Teachers in

terms of their, “Attitude towards teachers” at Primary Level Schools.

17. To do a comparative analysis of the attitude of special educators and General Teachers in

terms of their, “Attitude towards teachers” at Secondary Level Schools.

18. To do a comparative analysis of the attitude of special educators and General Teachers in

terms of their, “Attitude towards teachers” at Sr. Secondary Level Schools.

19. To do a comparative analysis of the competency of Special Educators and General

Teachers at primary level.

20. To do a comparative analysis of the competency of Special Educators and General

Teachers at secondary level.

21. To do a comparative analysis of the competency of Special Educators and General

Teachers at senior secondary level.

1.9.4 HYPOTHESIS

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To achieve the objectives of the proposed study the following hypothesis shall be formulated.

1. There is no significant difference between the attitude of Special Educators and General

Teachers in terms of their, “Attitude towards the teaching profession” at Primary Level Schools.

2. There is no significant difference between the attitude of Special Educators and General

Teachers in terms of their, “Attitude towards the teaching profession” at Secondary Level

Schools.

3. There is no significant difference between the attitude of Special Educators and General

Teachers in terms of their, “Attitude towards the teaching profession” at Sr. Secondary Level

Schools.

4. There is no significant difference between the attitude of Special Educators and General

Teachers in terms of their, “Attitude towards classroom teaching” at Primary Level Schools.

5. There is no significant difference between the attitude of Special Educators and General

Teachers in terms of their, “Attitude towards classroom teaching” at Secondary Level Schools.

6. There is no significant difference between the attitude of Special Educators and General

Teachers in terms of their, “Attitude towards classroom teaching” at Sr. Secondary Level

Schools.

7. There is no significant difference between the attitude of Special Educators and General

Teachers in terms of their, “Attitude towards child centered practices” at Primary Level Schools.

8. There is no significant difference between the attitude of Special Educators and General

Teachers in terms of their, “Attitude towards child centered practices” at Secondary Level

21
Schools.

9. There is no significant difference between the attitude of Special Educators and General

Teachers in terms of their, “Attitude towards child centered practices” at Sr. Secondary Level

Schools.

10. There is no significant difference between the attitude of Special Educators and General

Teachers in terms of their, “Attitude towards the education process” at Primary Level Schools.

11. There is no significant difference between the attitude of Special Educators and General

Teachers in terms of their, “Attitude towards the education process” at Secondary Level Schools.

12. There is no significant difference between the attitude of Special Educators and General

Teachers in terms of their, “Attitude towards the education process” at Sr. Secondary Level

Schools.

13. There is no significant difference between the attitude of Special Educators and General

Teachers in terms of their, “Attitude towards pupils” at Primary Level Schools.

14. There is no significant difference between the attitude of Special Educators and General

Teachers in terms of their, “Attitude towards pupils” at Secondary Level Schools.

15. There is no significant difference between the attitude of Special Educators and General

Teachers in terms of their, “Attitude towards pupils” at Sr. Secondary Level Schools.

16. There is no significant difference between the attitude of Special Educators and General

Teachers in terms of their, “Attitude towards teachers” at Primary Level Schools.

17. There is no significant difference between the attitude of Special Educators and General

22
Teachers in terms of their, “Attitude towards teachers” at Secondary Level Schools.

18. There is no significant difference between the attitude of Special Educators and General

Teachers in terms of their, “Attitude towards teachers” at Sr. Secondary Level Schools.

19. There is no significant difference between the competency of Special Educators and General

Teachers at Primary Level.

20. There is no significant difference between the competency of Special Educators and General

Teachers at Secondary Level.

21. There is no significant difference between the competency of Special Educators and General

Teachers at senior Secondary Level.

1.9.5 Rationale of the Study

A teacher is the key to all success in all round development of the child from the very beginning

of a child school journey till his/her academic as well as professional maturity. It is the teacher,

who can bring out the innate power and the latent talents of a child and to shape him/her into a

complete person. A teacher can understand the requirements and desired goals to fulfill them

accordingly. This is possible only when a teacher is in himself is true teacher in real sense. It

depends upon a teacher and his effectiveness. The present study will be a milestone in the

direction of all round development of child and to provide the opportunity for the adjustment in

the society specially the special need children.

1.9.6 Definition of the terms used.

1.9.6.1 Attitude towards Teaching: - The term attitude has been considered a mental,

23
psychological state of readiness through experiences for differences or dynamic influences on the

individuals responding behavior in all the subjects.

1.9.6.2 Teaching Competence: - The term teaching competence has been defined in different

ways. Bhattacharya has given a trend in perceiving the process analytically as constituting a host

of activities. According to the term competence has also been a debatable term. It refers to the

criteria that determine teacher effectiveness. Competence includes knowledge; attitude, skill and

other teacher characteristics .Teaching competence mean an effective performance of all the

observable teacher behavior that brings about desired pupils outcomes.

1.9.7 Delimitation of the study

The investigator in the present research put an attempt “A Comparative Study of Special

Educators and Other Teachers in Relation to Their Attitude towards Teaching and Teaching

Competence at the Primary, Secondary, and Senior Secondary Schools Located in Delhi NCR”.

The topic of the research covers a vast area.

It is difficult to cover all the aspects of it in a single study. Therefore, the researcher from his

feasibility and convenience viewpoint has delimited his investigation in the following respects:

1. The study has been confined to the secondary and senior secondary school in Delhi
NCR.

2. The study has been confined to the Special teachers in Delhi NCR Schools.

3. The study has been confined to the other teachers in Delhi NCR Schools.

4. The study has been confined to the Delhi, NCR Region.

5. The study has been restricted to the Government, Semi-Government and Private Schools

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and Delhi, NCR.

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