Comparative Study

| Published: June 25, 2015

Concept Development and level of Social Maturity of Visually Handicapped Children in Integrated and Residential Settings

Dr. Poonam Pandey

Asst. Professor, Department of Psychology, MBPG College Haldwani Google Scholar More about the auther

DIP: 18.01.031/20150203

DOI: 10.25215/0203.031


The present study aimed to investigate the level of social maturity and concept development of visually impaired children in residential and integrated educational settings. For this purpose 40 visually impaired children, 20 from residential educational setting and 20 from integrated educational setting were selected through purposive sampling technique from Uttarakhand, Uttara Prdesh, Hariyana, Gujrat and Delhi. For measuring level of social maturity and concept development, Vineland Social Maturity Scale (Indian adaption by A.J. Malin) and M.N.G. Mani’s concept development test were administered. 2 test, mean and percentage techniques were used to analyze the obtained data. The result reveals that in residential school setting children are more socially mature in comparison to integrated educational setting. The cumulative average performance score from all the 200 concepts reveal that residential education is more effective in comparison to integrated education for visually impaired children.

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ISSN 2348-5396

ISSN 2349-3429



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Published in   Volume 02, Issue 3, April-June, 2015