Vi Project Fouzia

8/6/2019 Vi Project Fouzia

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Study of Psychological characteristics and attitude of the parents of visually impaired children

Focus On Kashmir Valley.

Submitted for

The partial-fulfillment of the Requirement for the award of

Post Graduate Diploma in Rehabilitation Psychology.

BY

Fouzia Nazki

Under the supervision

Of

Dr. Meer Zaffar Iqbal

Assistant Professor & Head

Department of Rehabilitation Psychology.

Composite Regional Centre

Ministry of Social justice and Empowerment.

Government of India, Bemina Srinagar.

2009

CERTIFICATE


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STUDY OF PSYCHOLOGICAL CHARACTERISTICS AND ATTITUDE OF THE PARENTS OF VISUALLY IMPAIRED CHILDREN. FOCUS ON KASHMIR VALLEY

Certified that the Project entitled Study of Psychological characteristics and attitude of the parents of

visually impaired children Focus On Kashmir Valley. which is being submitted by Ms Fouzia Nazki

for the partial fulfillment of the Post graduate Diploma in Rehabilitation Psychology, is the original

work under my guidance and Supervision and has not been submitted/published any where else for any

purpose.

Dr. Reyaz A Untoo Dr. Meer Zafar Iqbal

Director Sr. Assistant Professor Clinical Psychology

Composite Regional Centre Composite Regional Centre

For persons with Disabilities For persons with Disabilities

Ministry of Social Justice & Empowerment Ministry of Social Justice & Empowerment

Govt. of India, Bemina, Srinagar Govt. of India, Bemina, Srinagar

Department of Rehabilitation Psychology


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Contents

S.No Chapter Page No

1. Introduction

2. Review of Literature

3. Methodology

4. Results

5. Discussion

6. Conclusion & Suggestion

7. Reference

8. Appendix

ACKNOWLEGEMENT



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My all gratitudes to Dr. Meer Zaffar Iqbal, Head, Department of Rehabilitation Psychology, Composite

Regional Centre, For persons with Disabilities Ministry of Social Justice & Empowerment Govt. of India,

Bemina, For persons with Disabilities Ministry of Social Justice & Empowerment Govt. of India, Bemina,

Srinagar, Who supervised my work with keen interest and helped me by giving detailed but critical

comments on the manuscript. His cooperation was invaluable and I humbly acknowledge his able

guidance.

I wish to thank Dr. Reyaz A. Untoo, Professor and Director Composite Regional Centre for

persons with Disabilities Ministry of Social Justice & Empowerment Govt. of India, Bemina, Srinagar For

providing me all the necessary facilities in the department. I would always be indebted to him for his

generous support and encouragement.

I would also like to thank Ms Nazia & Ms Aaliya for their invaluable comments and timelysuggestions.

I also desire to convey my heartfelt gratitude to Library staff and also non-teaching staff of our

department for rendering me support throughout my project work.

Last but not the least, an everlasting source of inspiration came from my parents who always kept

my morale up. My sisters and my friends (especially Ms Shazia)are also worthy of special thanks for

providing technical and moral support

FOUZIA NAZKI



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CHAPTER-1

INTRODUCTION



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Introduction

In human beings, the extend of an individuals continuing Physical, Emotional, Mental and Social ability

to cope with his Environment. Actually, there is a wide variable area between Health and Disease. e.g. it

is Psychologically normal for an individual, 15-20 minutes after eating a meal, to have high blood sugar

contents, but, if however, this high level persists more than two hours__ this condition is abnormal and

may indicate Disease. Thus it can be seen that unlike disease, which is frequently recognizable, tangible

and rather easily defined. Health is somewhat nebulous condition and difficult to define. Moreover

physical condition and health are not synonymous terms. Like color blind skater, blind pianist, both

have good physical health but physical condition is not normal. A person may still be considered

unhealthy if his mental state as measured by his behaviour is deemed unsound.

CONCEPT OF DISEASE, IMPAIRMENT, HANDICAP, DISABILITY

Something abnormal occurs within an individual. This may be Present at birth or acquired later. Chain of

casual of casual circumstances, the Etiology brings a change in the structure of functioning of body

Pathology these Pathological changes may not become evident. When evident, they are described as

Manifestation. Sickness interferes with individuals ability to Discharge those functions and obligations

that are expected of him. When the Pathological State is exteriorized then most of individual become

aware of manifestation usually referred to as Clinical disease Not frequently, symptoms may develop

that can not be currently linked to underlying disease process, something exteriorized even if cant be

accounted for. In contrast some deviation is identified of which the patient is unaware. Such Pathology

without symptoms constitutes sub clinical disease which is encountered when screening programmes are

extended. So someone else draws attention towards disease manifestation.

HIS ILLNESS HERLANDS THE RECOGNITION OF IMPAIRMENT

The performance or behavior of individual may be altered as result of awareness either

consequentially or cognitively common activities may become restricted and in this way experience is

objectified the pattering of illness manifested as behavior by individual in response to the expectations

other have of him. These experiences represent disabilities. This awareness or altered behavior places the

individual at disadvantage relative to other, thus socializing the experience. These experiences represent

handicap.



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IMPAIRMENT

In the context of health experience, impairment is any loss or abnormality of psychological,

physiological or anatomical or function.

Impairment represents deviation neither from some nor in individuals bio-medical status. Impairment is

characterized by loses or abnormalities that may be temporary or permanent and it include existence or

occurrence of an anomaly, defect or loss in the limb organ tissue or structure of body or defect in mental

functions. e.g. Blindness is visual impairment or less functioning of brain in a child (cognitively) is an

intellectual impairment.

Term of impairment should not be regarded that a person is sick. Individual exposed to or

harboring an extraneous etiological agent of disease is not impairment. Impairment only ensures whenagent has initiated a reaction by body.

DISABILITY

In context of health experience, a disability is any restriction or lack (resulting from impairment)

of ability to perform an activity in the manner or within the range considered normal for human beings. In

providing link between impairment and handicap, it is fairly easy for concept of disability to be vague,

variable and arbitrary

Impairment is concerned with individual function of parts of body as such. It tends to be somewhat

idealistic notion. Disability on other hand is concerned with compound or integrated activity respected of

person or of body as a whole. In other words disability takes from as individual becomes aware of changes

in his identity customary to expectations. In physical, psychological, and social terms and it is unrealistic

to concept a neat separation between medical and social aspects of activity.

HANDICAP

Handicap is a Disadvantage for the given individual resulting from impairment or a Disability that

limits or prevents the fulfillment of a role that is normal (depending upon age, sex and social and cultural

factors) for that individual. Handicap is characterized by Discordance between the individual performance

or status and expectation of particular group of which he is member. It is thus Social Phenomenon

representing the social and environmental consequences for the individual.

INTEGRATION OF CONCEPTS

Ideas can be linked together



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Disease or Disorder Impairment Disability Handicap

(intrinsic situation) (exteriorized) (Objectified) (Socialized)

Disability is the expression of physical or mental limitation in Social context. The gap between persons

capabilities and demand of the environment:-

MODEL OF DISABILITY

RISK FACTORS

Events e.g falls, Infections

The Disabling Process

The model of Disability showing the interaction of the Disabling process, quality of life and risk factors.

Three types of risk factors are included biological (RH type) environmental (e.g. lead paint): Physical

Environment access to care (Social/Environment) and life style and behavior (e.g. tobacco consumption).


Biological

Life style

and

Behaviour

Environmenta

l

(Social &

Physical )

Pathology ImpairmentFunctional

LimitationDisability

Quality

of Life


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Bidirectional arrows indicated the potential for feedback. The Potential for additional risk factors to

affect the progression toward Disability is shown between the stages of the model. These additional risk

factors might include, depending on the state of the model, diagnosis, treatment, therapy, adequacy of

Rehabilitation, age of onset, financial, resources, expectations, and environmental barriers.

CATAGORIES OF DISABILITY

Depending upon its nature, on deficiency it can be categorized into various types such as:-

Locomotors, Speech, Hearing, (Mental Retardation, Mental illness, Autism) other emotional disorder

specific learning Disabilities, Cerebral Palsy, and some other types depending on the diseases which

cause these, such as Cancer, Leprosy, heart disease .multiple sclerosis etc these disabilities can be further

categorized as Mild, Moderate, Severe and Profound, depending on their Severity.

LOCO MOTOR IMPAIRMENT

Loco Motor disability means a persons inability to execute distinctive activities associated with

moving, both themselves and objects, from place to place, and such inability resulting from affliction of

bones, joints, muscles or nerves. Nearly all cases of loco-motor disability which accounts for nearly 61%

of the physical disability in the country as per the 1991 NSSO survey reports requires one or more of the

physical restorative services. Inmost of the cases of polio and some of the cases of leprosy, accidents and

some other problems which together would constitute nearly 50% of the locomotor disability, surgical

intervention would be needed. Surgical correction followed by physiotherapy, occupational therapy and

rehabilitation aids and appliances help overcome the functional limitations imposed by orthopedic

disability. Surgical restoration is achieved by operating on muscles, tendons, joints, and bones so as to

relieve contractures, to enable a person to flex his limits, to reshape the affected bones, to improve the

functioning of muscles or joints, or ot enable insertion or fitment of an artificial devices.

HEARING IMPAIRMENT

The ear is one of the most delicate parts of the body and can easily be damage.

The outer ear which is the part, we can see and which leads to the ear canal going down to the eardrum

that con not be seen easily.

The middle ear, which is the other side of the eardrum. It contains a little bonus linked together which

move as a unit along wit5h the eardrum. The eardrum vibrates, when the sound waves press on it, and the

3-bone unit passes on these vibrations to the adjoining inner ear.

The inner ear is a very complicated organ. It receives and sorts out all the vibrations as different sounds,

so that the brain, through the auditory nerves and the auditory pathway can receive them and after

processing, interpret them.



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Damage to any of these parts including the auditory area in the brain itself causes impairment which leads

to deafness.

SPEECH AND LANGUAGE IMPIARMENT

Speech and language are considered to be impaired when they are so different from speech and

language of other people that they catch attention and interfere with communication that is speech. Speech

and language are defective when they are difficult to understand and are very unpleasant. In order to be

labeled as abnormal speaker speech and language should show errors in any one of the following from

areas:-

Language Disorder: Person having difficulties in speech and in sound production.

Articulation Disorder: Person having difficulties in speech and in sound production.

Voice Disorder: Person having abnormality in Pitch loudness and quality of the voice.Fluency Disorder: Person having problems in smooth flow of speech utterances.

MENTAL RETARDATION

A condition of arrested or incomplete development of the mind, which is especially characterized

by impairment of skills manifested during the developmental period, skills which contribute to the over

all level of intelligence, i.e. cognitive, language, motor, and social abilities. Retardation can occur with or

without any other mental or physical condition.

Degrees of mental retardation are conventionally estimated by standardized intelligence tests.

These can be supplemented by scales assessing social adaptation in a given environment. These measures

provide an approximate indication of the degrees of mental retardation the diagnosis will also depend on

the overall assessment of intellectual functioning by a skilled diagnostician.

Intellectual abilities and social adaptation may change over time, and however poor, may improve

as a result of training and rehabilitation Diagnosis should be based on the current levels of functioning.

Approximate 1 Q range of 50 to 69 (in adults mental age from 9 to under12 years). Likely to

result in some learning difficulties in school. Many adults years Likely to result in some learning

difficulties in school. Many adults will be able to work and maintain good social relationship and

contribute to society.

Approximate IQ range of 35 to 49 (in adults, mental age from 6 to under9 years) likely to result in

marked developmental delays in childhood but most can learn to develop some degrees of support to live

and work in the community.

Approximate IQ range of 20 to 34 (in adults, mental age from 3 to under6 years) likely to result in

continuous need of support.



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IQ under 20 (in adults, mental age below 3 years) results in severe limitation in self care,

continuance, communication and mobility

Mental Retardation refers to substantial limitations present functioning. It is characterized by

significantly sub average intellectual functioning, hustling concurrently with related limitations in two or

more of the following applicable adaptive skills areas; communications, self carte, home living, social

skills community use, self direction, health and safety, functional academics, leisure, and work. Mental

Retardation manifests before age 18.

Mental Retardation is a disability characterized by significant limitations both in intellectual

functioning and in adaptive behavior as expressed in conceptual, social, and practical adaptive skills, this

disability originates before age 18.

The 2002 system involves the following five dimensions:Dimension I Intellectual abilities

Dimension II Adaptive Behavior (conceptual, social, practical skills)

Dimension III Participation interactions, social Roles.

Dimension IV Health (Physical health, mental health, etiology)

Dimension V Context (environments, culture)

The emerging consensus of analysis of vacant work in the field regarding the definition of mental

retardation is as follows:-

Mental Retardation is an intellectual disability mirrored by significant limitations in everyday

functioning that are present early in life and before age 18. There are myths about mental Retardation.

Quite after a Mentally Retarded child is mistaken for a mentally ill child. There is a very significant

difference between the two. The Mentally Retarded child has reduced intelligence and therefore his

learning capacity is impaired. On the other hand a child who is mentally ill usually has emotional

disorders which manifest itself in unusual or strange behavior. Thus there is a no comparison between the

two conditions. Mental retardation, mental deficiency mental sub normality and mental handicap are the

terms used to refer to the same condition. The terms used in the past such as dementia, idiocy, feeble

minded, moron, imbecile and oligophrenia are now obsolete.

MENTAL Illness

Mental illness occurs when a state of physical mental, social and spiritual well being is disturbed.

In illness the individual shows symptoms like depression, feeling of anxiety, physical complaint without

any organic cause and a sudden change in behavior or mood.

Recognition of Mental Illness.



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1. Disturbances of Mental functions like thinking of emotion, intelligence, memory, attention,

perception etc.

2. Violent, assumptive, destructive, abusive, suicidal or homicidal behavior

3. Anxiety, tension, irritability, poverty of concentrations diminished work efficiently, irrational

fears, (Phobias), unwanted ideas (Obsession) and repetitive meaningless activities.

4. Somatic symptoms like headache body ache, anoxia, constipation, diarrhea, sleeplessness,

palpitation and breathlessness at rest without organic cause.

5. Somatic syndromes produced by emotional disturbances which involve autonomic nervous system

sympathetic as well as Para Sympathetic.

6. Anti social behavior likes criminality, sexual perversions, addition of drugs and alcohol

7. Disorder of Cerebral function, due to Emotional Disturbance.

LEARNING DISABILITY

Learning disability may usually be caused by minimum brain damage. There are many kinds of

learning difficulties, the major ones include;

Dyslexia__ (Problem in reading) thus a condition in which a child while reading may omit

substitute or reverse the letter and words.

Disgraphia _(Problem in writing) in this condition the child is unable to write constantly, his

handwriting clumsy and improper spaced.

Dyscalculia (Problem in calculating). The child may have many difficulties in making manual

calculation.

Attention deficit hyperactive disorder (Problem in paying attention) __ in this condition span of

attention is very limited and he is restless. He is inclined to pay attention to irrelevant stimuli. The

child can not sit even for a moment.

Dysphasia __ this is a language disorder there are two types of Dysphasia

o Child is unable to use language meaningfully

o The child is unable to understand spoken word.

VISUAL IMPAIRMENT



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Vision is one of our most important sources for the acquisition and assimilation of knowledge.

From the moment we wake up on the morning, our dependence on sight is obvious. A person having any

defect in this sense is called as visually impaired. Visual impairment including blindness means

impairment in vision that, even with correction, adversely affects a childs developmental and educational

performance

(According to Federal Regulations). This term includes both partial sight and blindness. Visual

impairment is the consequence of a functional loss of vision, rather then the eye disorder itself. The

impairment refers to abnormality of the functioning of eyes, the optic nerves or the visual center of the

brain due to disease, trauma, or a congenital or degenerative condition that can not be corrected by

conventional means, resulting in decreased visual acuity

A variety of terms are used to describe levels of visual dysfunctions, the field of education

distinguishes between blind and partially sighted , in order to determine the level and extent of additionalsupport services required by a person. Partially sighted is described as a person or student who has only

few percent of the total vision and are able to use their residual vision so that they can make best possible

use of it. This includes elimination of unnecessary glare. Removal of obstacles and using of special

lighting, magnification, illumination, specialized teaching aids as well as exercise designed to increase

visual efficiency. In case of total blinds performance levels are very low as they can not perceive anything

around them even though visual aids and modifications may be in use.

Blindness is a devastating physical condition with deep emotional and economic implication; the

consequences affect not only the individual but also the family and the community. A blind person loses

his or her independence and is prone to experience a sense of profound lost and depression arising of from

being plugged in darkness. The family particularly the parents directly shares the economic and emotional

burden and indirectly so does the community. Blindness from birth or early childhood has unique

problem. Thus much time and resources blindness with an aim to prevent it as for a possible.

BLINDNESS

The world Health Organization (WHO) has classified defective vision into various grades

categories of visual impairment 1 and 2 are referred to as Low Vision3, 4 and 5 are Blindness and

category 9 are as unqualified visual loss. If the extent of visual filed is also accounted for, patients with a

field less than 10 degrees but greater than 5 degrees around central fixation should be placed in category 3

and patients with field less than 5 degrees around central fixation should be placed in category 4 even if

visual acuity is not impaired.

Applying the WHO criteria for definition of blindness, i.e. a visual acuity of less than 3/60 in the

better eye with best possible refractive correction. Approximately 45 million people in the world are

estimated to be blind. Another 135 million people are deemed to be visually disabled i.e. are either



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visually impaired or severally visually impaired. The extend of disability perceived by an individual is

related in some degree to the general level of affluence in which he or she lives. The concept of functional

blindness occurring before the vision drops to 3/60 necessitated terms such as economic blindness in the

past. This is however, led to confusion in nomenclature because the standard of what was perceived as

economic blindness varied from country to country. For example in a developing country such as India,

vision less than 3/60 was classified as legal blindness and vision les than 6/60 was termed Economic

blindness on the other hand in a developing country Australia it was perceived that economic blindness

probably better relates to a vision worse than 6/12 a vision below this level adversely effects the ability of

a person to drive or function independently at the place of work. However, by changing the level of

accepted for functionally significant visual impairment. There will be an automatic alteration in the

statistics for global blindness the geographical distribution of blindness shows that the developing

countries bear at all the blind and visually disabled in the world. Many people in developing nations aredeprived of adequate healthcare and have no access to well established measures to prevent blindness. At

the same time, one must appreciate that the population all over the world is growing and ageing, so that

globally the absolute number of people with impaired or poor vision is increasing, together with the

prevalence of profound vision loss.

Some other commonly used definitions of visually impairment are as:-

Barraga ( 1983) defined a visually handicapped person as One whose visual impairment

interferes with his Optimal learning and achievement, unless adaptation are made in the methods of

presenting learning experiences, the nature of the material used, and/or in the learning environment.

Medical/ Legal definitions of blindness, adopted by the American Medical Association, states;

A person shall be considered blindness blind whose central nervous acuity does not exceed 20/200 in the

better eye with correcting lenses or whose visual acuity, if better than 20/200, has a limit in the central

field of vision to such a degrees that its widest diameter subtends an angle of no greater than 20 degrees.

Educational Definitions of blindness focus primarily on the persons ability to use. Vision as an

avenue for learning children who are able to use their sight and rely on other senses, such as hearing or

touch, are described as educationally blind. Craig and Howard (1981) indicate that Educational blindness,

in its simplest form can be defined whether the student muse use Braille when reading

LIMITATIONS IMPOSED BY SERIOUS VISUAL IMPAIRTMENT

Lowe felt B (1974) describes the following three major limitations imposed by serious visual

impairment.

Restrictions in the range of variety of experiences.



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This means that in the absence of vision the child with severe visual impairment may be deprived of such

experiences as the ordinary child has without effort. To illustrate, a young seeing child may look at an

orange, jump to pick it up, feel it, smell it and eat it. At one go, he has visual, auditory, tactire, gustatory

and smelling experience.

Restrictions on ability to get about, this means that a seriously visually impaired child may have difficulty

in moving about independently in unfamiliar environment. Why is this so? Because sight does not give the

child the total framework of the space in which he moves. Therefore, determining the direction of

movement poses special problems. This is particularly difficult in large open spaces. Further detection of

obstacles in the way may pose serious problems. He/she may run the risk of injury.

Restrictions in control of environment in relation to ones own self.

To illustrate it is not easy for a seriously visually impaired child to read facial expression. Reinforcement

of positive behavior may be denied to him if he cannot read the face of his mother to whether she ishappy. Parental approval is strong positive reinforces.

1. Low Vision

Low vision individual who can generally read, print although they may be dependant on optical

aids, such as magnifying glasses, magnifying lenses of means to enlarge size.

A few of them read Braille and print. Individuals with low vision may or may not be legally blind or

unable to see their visual / sense for learning.

2) Functionally Blind

Functionally blind individual is who typically use Braille for efficient reading and writing. They

may relieve on the ability to use functional reason for other tasks such as moving through the

environment/ shopping clothes by color, thus they use their limited reason to supply. They use tactual

/auditory learning methods.

3) To Talky Blind

Totally blind describes those individuals who do not receive meaningful input through the visible

sense. These individuals used tactual and auditory means to learn about their environment

CAUSES OF VISUAL IMPAIRMENT

The simplest classification of causes of visual impairment is as follows:

Ocular Diseases and Anomalies.

General and Systemic Diseases.

Injuries and Accidents.

Ocular Diseases and Anomalies:



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Buphthalnos:- It is infantile glaucoma, one of the rarest conditions in children. As infants eye is

elastic, increased eye ball pressure cause the eye to enlarge. It occurs mostly due to failure of development

of tissues in region of anterior chamber. It results into excessive watering, photophobia and cornea

becomes cloudy. Due to altered shape of eye, refractive errors may occur.

Albinism:- This is a hereditary conditions involving defective development of Pigment in hair,

skin and eye. In ocular albinism only .eyes are affected. The amount of pigmentation may increase slightly

with age up to adolescence and that results into improvement into visual acuity.

Retinitis Pigmentosa:- This is a hereditary slow degenerative disease of the retina. The condition

affects the peripheral area of retina including rod cells. It may result into nigh blindness. Tunnel vision

and inability to see in dark. Though some children are born with poor vision, it begins in childhood. It isprogressive and results into blindness in middle or advanced age.

Retinoblastoma:- This is malignant tumor of the retina. It is generally confined to infants,

probably always congenital and some cases are hereditary. It is often a bilateral condition and both the eye

ball may have to be removed.

Retrolental Fibroplasia:- It is associated with Pre-mature birth children who have been given

high concentration of oxygen. It is caused due to formation of new vessels and proliferation of fibrous

tissue in the retina.

Retinal Detachment:- It refers to separation of the retina properly from its pigment epithelium

layer.

Diabetes Meuitus:- It is hereditary disorder and affects retina. Also known as diabetic retinopathy

and it is common after the diabetes has tasted for 10 years. Due to this Senile Cataract develops at an

earlier age and more rapidly than usual. It leads to fluctuating vision, loss of color vision or visual field,

refractive error, decreased visual acuity.

Trachoma:- It is a chronic contagious disease of the conjunctive and cornea caused by an

organism Chlamydia, the primary infection affects conjunctiva and follides and corneal involvement

caused ulcers. As lid deformities cause misdirected eyelash

Trichiasis:- A part from the results of pumas and corneal ulceration, the most malign effects of

trachoma are caused by distortions of the lids. There is always some scarring and shape of the lids,

especially upper lid is altered and may be turned inwards leading to entropin. This causes the lids to rub

against the cornea. The condition of misdirected by eyelashes is called Trichiasis.

Glaucoma:- It is popularly known as Kala Motia or Neela Motia is a serious killer of eyesight.

Nearly one in ten persons in the work is visually impaired due to Glaucoma. It is cause by an obstruction

in aqueous outflow channels at angle of anterior chamber.



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Cataract:- It refers to loss of transparency of the lens. Usually in both the eyes, due to altered

physio chemical processes within tissues. The less often changes from being clear to a milky white color

and one feels as if booking through a dirty window.

GENERAL AND SYSTEMIC DISEASES

Many General and systemic diseases that affect the vascular and metabolic system put the eyes at

risk. Major diseases which may result into visual impairment are:-

Hypertension:- Vascular retinopathy is associated with raised blood pressure along with pronoun

ad degenerative changes in the retinal vessels. The circulatory changes lead to development of retinal

edema.

Vitamin deficiency:- Vitamin deficiency may lead to corneal damage, ulcerations and blindness, particularly in combining with measles or malnutrition. It is also known as Xaropathalimia blinding

malnutrition disease of darkness.

Chronic Diarrhea:- it is caused of blindness in renal areas. Generally loss of vitamin A leads to

softening of cornea which results into Keratomala.

INJURIES AND ACCIDENTS

Injuries, accidents and poisonings accovat for many known instances of visual impairment among

school age groups. Actually injures and accidents are not considered a major cause of blindness. Since

technically both eyes would have to be severally affected. The injuries are a major cause of preventable,

curable and monocular visual impairment. Most common injuries and accidents are traumatic and

chemical injures, lodging of foreign body in the eye and chemical burns.

CHARACTERISTICS OF VISUALLY IMPARIED

A disorder present at birth has a more significant effect on the development of the individual than

one that occurs later in life.

INTELLIGENCE

The intellectual development of the blind children differs from their sighted peers in some areas of

intelligence which range from understanding spatial concept to general knowledge of the world. The

intellectual development and performance can be negatively affected by the visual disorder which has

been confirmed by various experiments conducted on sighted and sightless children

SPEECH AND LANGUAGE SKILLS



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The person can learn speech and language primarily though the integration of visual experiences

and the symbols of the spoken word but people with visual disorders are at a distinct disadvantage in

developing speech and language skills because they are unable to visually associate the work with the

object. Thus the speech may develop at the slow rate for those who are congenitally blind.

EDUCATIONAL ACHIEVEMENT

The educational achievement of a person with a visual disorder may be significantly delayed

when compared to that of sighted peers, some of the variables influencing educational achievement may

include excessive school absences due to the need for eye surgery or treatment as well as years of failures

in Programme that do not cater the students specialized needs.

SOCIAL DEVELOPMENT

For a person with the visual disorder, these differences in perception may result in some social andemotional difficulties for example visually challenged people are unable to initiate the physical mannerism

of others and therefore do not develop one very important component of a social communication system

i.e. body language social problems may also result from the exclusion of a person with a visual disorder

from social activities that are integrally related to the use of vision such as sports or the movies.

ORIENTATION AND MOBILITY

The individual may be unable to orient to other people or object in the environment simply

because they can not see them. Hear of sight may prevent persons from understanding their own relative

position in space and consequently prevent them from moving in the right direction.

TRAINING PROCESSES AND SERVICES FOR THE VISUALLY IMPAIRED:

Visual impairment affects many activities of daily living and requires new techniques and skills to

perform these activities safely and effectively. Training enables individuals to learn skills that will

enhance full participation in work, community and home, independent travel, household management,

employment services, communication and group interaction.

The different areas where training is necessary for the visually impaired are as follows;

BRAILLE TRAINING

Pre Braille Training

Should be incorporated in training process of visually impaired. in this training , inmates are

trained to be sensitive to the position of six cells and to distinguish the difference between dots and lines

by using peg boards.



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Tactile and Braille Training

Should be made available for the visually impaired children in order to acquire sensory acuity and

efficiency in their general training process.

Reading symbolic pictures

In raised forms should be another specialized area of training in rehabilitation centre. Braille text

books require the incorporation of graphic illustration because when they are in the form of photos, they

are too complicated to be represented in line graphics and thus brief descriptions have to be incorporated.

Orientation and Mobility

Independent travel is the primary goal of any training process, whether using the white come, a

sighted guide or a dog guide. Training is geared to each persons desires and needs. O& M training should

be enables the individual to travel safely, efficiently and confidently and facilitates the integration,

flexibility and agility. Before designing orientation and mobility training Programme for visuallyimpaired, special attention should be paid on their general health condition, the presence of other physical

or sensory impairment and their individual learning difficulties. Orientation and Mobility training

enhances confidence of visually impaired in the ability to travel independently.

LIVING SKILLS

Some people with sight problems may be able to do almost everything for themselves while others

may require much more help. A person confronted with blindness may feel limited and frustrated in

performing everyday activities previously taken for granted. Tasks such as dressing, eating, waiting,

reading, and traveling may become difficult to perform independently. Communication with other people

by ordinary means is often hampered as is the ability to keep up with the daily news and current events.

Strategies need to be provided to the visually impaired to help them accomplish tasks ranging from

routine (managing money, making a cup of coffee) to complex activities such as arranging an entire

wardrobe ,shopping, kitchen organization, and preparation of complete meals. The emphasis should be on

learning by doing techniques and methods should be target and their integrated into the individuals daily

routine.

MANUAL SKILS

Training in this area helps a person who has little or no vision with the means to develop and

improve organizational skills awareness of the environment, safe and efficient work habit, spatial

relationships and an understanding and mastery of tactual ability, the manual skills training focus on the

sequential development of skills and builds confidence. Training can be presented in several areas and

may include (but is not limited to) handicrafts, home mechanics, woodworking, metal working, leather

work, weaving and ceramics.



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VISUAL SKILLS

Visual Skills training should address the needs of individual with remaining vision and help them

in gaining a better understanding of their eye problems through therapy. Instructions should focuses on

effective use of remaining vision through the development and use of visual motor and visual perceptual

skills. This approach may allow individuals who have vision to accomplish a variety of tasks such as

reading printed material and to use their vision to perform routine activities of daily life independent

travel.

COMMUNICATION SKILLS

Blindness or loss of vision many times requires different method of communication than used prior

to vision loss. The training in communication skills should include techniques to enable the individual to

continue communication and may include reading and writing Braille tape according, handwriting and theuse of adaptive writing Braille tape recordings, hand writing, and the use of adaptive aids, the talking book

Programme, and low vision techniques this training in communication enables and visually impaired to

maintain a normal means of communication with other people.

PHYSICAL CONDITIONING

Training should be offered for physical condition under medical supervision which helps to

improve the physical condition of an individual.

COUNSELLING

Individual and group counseling should be a liable to assist persons in making the adjustments

required by vision loss learning more about blindness and low vision helps the person to understand how

to accommodate for the changes in their lives.

EMPLOYMENT SERVICES

In this area training should be provided to an individual so that he/she can obtain or regain or

resume employment once independent living skills have been learned. Individual participate in interest

inventories and develop resumes and ability statements that can be shared with a potential employer.

RECREATIONAL ACTIVITIES

Recreational activities should be provided to visually impaired in order to provide opportunities to

attend supporting events, theaters movies, concerts as well as Social gatherings of various kinds.



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ADAPTIVE TECHNOLOGY

The training in this area offers demonstrations with many types of specialized equipments. Among

these are computers with speech, which include adaptive software Programme such as JAWS and

Window Eyes and screen magnification such as zoom text.

ASSISTIVE TECHNOLOGY

In this area of training computer speech access, computer screen magnification Braille note

takers close circuit television worksite accommodations should be used.

ATTITUDES TOWARDS VISUALLY IMPARIED

There has been considerable stress in literature on the fact that the maladjustment of the blind is

not due to actual visual impairment but rather due to the attitudes of the sighted towards the blind and due

to the emotional stress placed on them by the sighted in social situations. .

Therefore societal attitudes place the handicapped in a subordinate status in some ways like that of

ethnic minority groups. .Attitudes are social but not static, they are formed in social groups and are about

other people, and can affect our relationships with others, we can into always see altitudes directly in

behaviors, we infer them from through they are, altitudes have a powerful influence on everyones life.

SOCIETAL ATTITUDES TOWARDS VISUALLY IMPARIED

In primitive or economically marginal societies, blind infants were usually not permitted to

survive. It was assumed that blind infants would always be a burden and such or burden could not be

tolerated there are numerous beliefs about blind people, such as they are musical, dependant, helpless, or

beggars. The blind thought of as immoral and evil beings living in a world of darkness to be feared,

avoided and rejected. This emphasizes the unknown and mysterious aspect of the impairment. Our

religious beliefs equate blindness with the state of darkness and void. A few religions explain blindness as

occurrence caused by sin committed in ones past life, which others believe that blindness is a kind of

suffering which leads to purification and eventual betterment of a person in his spiritual life. There are

basically two major societal attitudes towards the blind.

The first conjures up a picture of helplessness, hopelessness and misery while the second endures

the blind with extraordinary intellectual and spiritual power. The first category of attitudes towards the

blind person can not do rather then what he can do. Copying with such negative attitudes is often a greater

challenge to the blind person then copying with the impairment itself. People who believe that the lack ofvision endows an individual with supernatural abilities. Such as sharpness of hearing and touch or some

artistic ability.



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Role of Family

The family plays a very important role in shaping our personality. It is the first social environment

that a child gets in its life. It has been proved that the adjustment towards mental problem of each

individual member in the family is usually related to interdependent with other members. The culture, the

socio economic status the educational level of the family particularly the parents and their relation with

the visually handicapped child determine, the level and quality of adjustment of the child to his own

disability and to the society. The role of the parents especially the mother, is most crucial in this process.

A family which is steeped in orthodox culture, follows a fixed system of belief disbelief and

authoritarian in outlook, tends to transmit a close minded and dogmatic attitude to its members who alsoresist change in the existing systems to meet the demands of a new situation. The family relation being all

pervasive and rightly motivating, its rejection of the Childs disability by the family depends on the

closeness and openness of the society of which it is a unit. The main determinant of the level of

acceptance by family, particularly the parents is the ant minority and basically negative attitude of the

society. Family being a social unit its behavior is naturally influenced by the social mores, customs,

traditions, belief etc

A child is dependant on parents and significant others in the family not for food and shelter but

also for protection, approval and affection. If the parents of visually impairment child are cold,

disinterested or expressly hostile, the child feels rejected because he gets from them less than he needs.

For some parents, the Childs impairment represents frustration of their own aspirations. If the parents feel

guilty about the blindness they project their own guilt upon the child, finding fault with it or becoming

angry with it. Another difficulty arises when the parents who have strong need for social approval, feel

that the Childs handicap reflects adversely on them. The opposite type is over protection which makes the

child completely dependant on others. If this first mentioned parental behavior be termed hostile,

overprotection should view as disguised hostility, and total lack of faith in abilities of the child. These

attitudes indicate how level of family acceptance of the Childs handicap which in turn, lowers the ability

of the child to develop a healthy attitude towards his limitations.

The family which accepts its visually handicap member with all his potentials and limitation

without imposing any of its own attitude on him, help the handicapped member to recognize himself in the

most desirable way. It is true that to accept dispassionately a members blindness requires a high degree of

emotional restraints on the part of the parents and other members of the family, but there is no other way

from the visually impaired child point of view. This is the ideal condition which should be strived for but



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hard to achieve generally the parental altitude remains a mixture of hostility and helpless tolerance of an

unavoidable permanent loss.

There should be a family a Programme the purpose of the family Programme should involve the

individuals family in the rehabilitation a process and to demonstrate the changes visually impaired has

mad. The family Programme is a very important aspect of rehabilitation, because it enlightens and

educates the family member and helps to reinforce rehabilitation lessons once an individual returns home.

Moreover the family Programme should be such that it helps the family members in their own adjustment

to the individuals vision loss by identifying problems or misconceptions they have that may negatively

affect the veterans adjustment.

Role of parents towards visually impaired children

The parents will need information about how lack of site can effect normal development, and what can be

done to lessen the impact they should also be helped by practical suggestions about daily care of the child

and developmental needs of the adolescence and what can expect of him. This is not so but it may result

inadequate expectations of meaningful experience for the visually impaired child informed and loving.

Parents can do more than anyone else to provide their child with a positive climate for healthy growth and

development. Parents need to be convinced that he is much more like other children than he is different,

and the same old rules of love him, set limits, let him grow up, still apply. They should know that there is

no one, special universally used method to teach a blind child. Whatever technique is comfortable family

will probably give to the best one for their child. When the child develops confidence in themselves to

innovate experiments with methods and above all are able to convince their child they expect him to grow

and learn, then they will feel pride in their parenthood.

Parental attitude towards visually impaired.

Parents of visually impaired children play a major role in their adjustment to the handicapped. The family

serves as a major source of interpersonal influences that affects, what blindness comes to mean to the

blind child. What he/she does with it? Parental attitudes are responsible for emotional climate at home in

which blind child grows. In fact attitudes are not the result of any conscious decision, but the product of

the interaction between people and their environment.

When blindness occurs, the entire family begins an adaptive struggle to regain its equilibrium. The

blindness of one may alter the lifestyle of other family member drastically. The family understands the

blindness on the basis of information of blindness. Early intervention in the form of communicating

appropriate information by health worker/social workers will certainly diminish unnecessary anxiety and

this will allow family members to strive for adjustment goals. If the family is in doubt about the nature of



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blindness and its implication, then this uncertainly creates continuous tension and inhibits the family

realistic plan and goals.

Parents of blind children are frequently said to go through certain stages as they come to terms with

childs blindness. All parents off blind children at one time or another experience these feelings but it is not

known whether they experience these stages in t he same sequence or not. These stage are as under.

Denial and isolation

This stage manifests itself as a denial response where efforts are made by the parents to minimize the

implication of blindness. Basically this stage serves as momentary escape for the parents who are

attempting to cope with feeling of guilt or shock.

Anger

During this stage anger is directed towards the professional or social worker who did either or too much or

not enough, towards fate or simply towards anyone and anything at times anger is so intense that ittouches almost everyone because it is triggered by feeling of grief and inexplicable loss that one does not

know to explain, nor how to deal with

Bargaining

This stage is characterized by a search for a cure or another doctor. Parents seek second or third

opinions regarding the childs health and to the extend of the handicap.

Depression

During this stage, the handicapping condition begins to having its full impact on the family

and depression starts permeating all aspects of the family relationships.

Acceptances

This stage is characterized by parents acceptance of their handicapped child as an individual with his own

strengths and weakness.

These stages may last for shorter or longer durations. It may sometimes happen that parents may never

come out of one particular stage and the feeling that it engenders. As a result their feelings may become

rigid and influence their attitudes for a lifetime in a particular direction.

Sommers has conducted a study described five distinct types of parental attitude

Acceptance of the child and his handicap.

The father of the handicap child out times three stages in the growth of a parent. At the first stage

parent is concerned almost wholly with himself and the effect of handicapped child on him. During the

second stage the parent think less of himself and more about the handicapped child on him, seeking

service and the resources for the childs benefit. In the final stage of acceptance the parents are able to see

more clearly and rationally to be concerned about their children and to work for their benefit. Acceptance

involves a warm respect for the child as he appreciation of his asset, tolerance for his short comings to

him. Acceptance could be felt in a home which is free from tension where people are comfortable with



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each other. Acceptance of the child is more desirable form of parental ATTITUDE their misfortune but

they dont allow these feelings to over-power them. These parents give special facilities to their blind

child but dont give special privileges. As these special privileges may make their other children jealous

and ultimately turn them against their blind brother or sister

Denial

There are parents who have natural love for their blind child and dont accept his handicap as a

reality. They make effort and sacrifice for the child just to prove to themselves and others that their blind

child is not less capable than any other seeing child. They wish their blind child to compete with and even

surpass his seeing companions and thus force him into over exertion.

Over protection

Parent who forget that their blind child is primarily a child and blind later fall in this category.

They overprotect their blind child and do a result they deprive of him of all experiences which are normalto children as well. Consequently, the blind childs growth and development is related considerably. In a

way, overprotection is rejection since parents secretly do not accept the blind childs potentialities.

Disguised Rejection

There are a parent who actually rejects their blind but try to compensate for their feeling of guilt by

apparent concern about the child. They try to demonstrate love and willingness to sacrifice everything for

their blind child but in reality the consider blindness as disgrace and blind child as burden .There are

parents who in actuality reject their blind child but try to cover their body image is formed from postural

cues, tactile impressions, visual appearance, degree of functional effectiveness and from social

reinforcement. A handicapped person is aware of his body and his potential and limitation which actually

distinguish him from the non handicapped person. These are know as criterial attributes. Those aspect of

the disabled person and specially physical ones which society regards as differentiating him most from

others are known as defining attributes .The greater discrepancy between criterial and defining attributes

of insecurity in person. The process of getting the handicapped to accept his handicap is one which

attempts to narrow the gap between defining and criterial attributes .Parental and societal plays a pivotal

role in this process. SOMMERs has arrived at the highly important conclusion that up the resulting

feelings of guilt by displaying false concern for him. They put up a show of love and self sacrifice but

covertly consider blindness of the child a disgrace and burden.

Open Rejection

In this category fall parents who are openly hostile to their blind child and display total and compete

rejection of him. They dont pretend to have any affection or love for the child. This attribute may stem

from shame from feeling of shame or disbelief in the childs potential.

OBJECTIVES OF THE STUDY



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1. To s tudy the emotional at t i tude of par ents towards visually impaired children

2 . To s tudy socio -economic s ta tus o f paren ts o f v isual impaired ch i ld ren.

3 . To s tudy the ad justment o f parents towards v isual Impairment ch i ld ren .

4 . To s tudy the fu tu re goals o f parents fo r thei r v isual ly impaired ch i ld ren .

5 . To s tudy socia l s t igma of the paren ts hav ing v isual ly impaired chi ld ren.

Hypotheses of the Study

1 . The parents have fee l ing o f re jec t ion towards visual ly impaired ch i ld ren.

2 . There wi l l be pos i t ive a t ti tude o f parents hav ing socio -economic s ta tus .

3 . There wi l l be negat ive a t ti tude o f paren ts hav ing low socio -economic s ta tus.

4 . There wi l l be pos i t ive a t ti tude o f parents hav ing v isual ly impaired ch i ld ren.

5 . There is no d i f ference o f at t i tude among ch i ldren .

6 . There i s a posi t ive re la tion o f v isual ly impaired ch i ldren wi th thei r paren ts .

7 . There i s no d i fference o f a t t itude among paren ts belong ing f rom h igh, midd le ,

low socio-economic Status .



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CHAPTER II

REVIEW OF

LITERATURE



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CHAPTER II

REVIEW OF LITERATURE

Research conducted by American occupied Therapy association (AOTA) 2002 to asses the parental

attitude for providing the rehabilitation services to their blind children. The study revealed that most of the

parents want to provide the rehabilitation services as they believe that these services will initial

environmental adaptation and compensatory strategies which help people improve their independent

functioning or counseling to address psychosocial aspect of ones loosing sight.

Sommers (1999) interviewed 19 Parents about their attitude towards their VI children it was revealed that

there were five distinct types of parental attitude i.e. Acceptance of the child, and his handicap, denial,

overprotection, disguised reflection, open rejection towards their wards.

Dixit (1995) studied parents attitude towards educating their visually impaired wards. It was revealed that

all the parents were to give best education to their wards in order to make them useful member of societyand not liability.

Hunter (1994) had conducted to assess the attitude of parents towards their visually impaired wards. The

study revealed that the maximum parents showed positive attitude towards their children as they were

belonging to high income status and rest of parents who showed negative attitude towards their wards

were belonging to low income status.

Morris 1974 Conducted the Parental Attitude Research Instrument (PARI) to study the attitudes of

mothers towards their V.I. Children. The PARI was chosen as a suitable instrument by which to study how

mothers felt about family life and their role as parents. Theoretically it was assumed that such attitudes

would extend to the mothers behavior toward her child and would, in turn, exert a direct influence on the

Childs development.



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CHAPTER III

Methodology



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CHAPTER III

Methodology

The Present research was planned to study psychological Characteristics and attitude of the parents

of visually impaired children. Focus on Kashmir valley. The Sample comprised of both male & female in

the different districts of the Kashmir Valley. All the Subjects (N=40) were drawn from the valley only.

Subjects were segregated in to the three different socioeconomic status. The study was carried out to

examine the parental attitude of children with visually impaired.

Sample Design

Table:-

The following table shows the breakup of Sample from nine Districts of Kashmir Valley.

S. No Districts No of Respondents

01 Srinagar 12

02 Baramullah 05

03 Budgam 08

04 Bandipora 02

05 Pulwama 0406 Kulgam 01

07 Anantnag 04

08 Ganderbal 01

09 Kupwara 03

Total 40

Sample

The sample of the study was drawn from nine districts of Kashmir Valley. Due to the very

sensitive issue the visually impaired were not available at one place or in one plate form. That is why the

selection of sample is not equal in all the nine districts. But one thing has been kept in mind during the

door to door survey of this study that socioeconomic status and the gender and occupation as well.



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Table3.1

Gender Sample percentage

Male 20 50

Female 20 50

Total 40 100

The fo l lowing tab le shows the Socio Economic Status of responden ts .

Table 3.2

Socio-Economic Status Sample Percentage

Low 11 27.5

Middle 19 47.5

High 10 25

Total 40 100

The above given table shows that 27.5 % respondents were belonging to low socio economic status

and 47.5% were belonging to Middle class families, whereas just 25% were belonging to high socio

economic status.



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The below given table shows the occupation of the respondents

Table 3.3

Occupation Sample Percentage

Business Class 25 62.5

Government Employees 15 37.5

Total 40 100

The above given table shows that the maximum number of respondents i.e. 62.5 % belonged to business

class where as just 37.5% parents of visually impaired children were government employees.

The following table shows the District to which the respondents belonged.

Table 3.4

District Sample Percentage

Srinagar 12 30

Baramullah 05 12.5

Budgam 08 20

Bandipora 02 05

Pulwama 04 10



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Kulgam 01 2.5

Anantnag 04 10

Ganderbal 01 2.5

Kupwara 03 7.5

Total 40100

VARIABLES

IMPAIRMENT

It is denied as any loss or no normality of psychological, physiological or anatomical structure of

functions generally taken to beat organ level.

VISUAL IMPAIRMENT

It is defined as a vision that is in some way abnormal, to such an extend, that special devices and /oreducational aids may be necessary for successful learning.

ATTITUDE

Attitude is a specific mental state of the individual towards something according to which behavior

towards it is molded.

TOOL Used

In order to study the parental attitude a simple questionnaire was developed on the basis of the

objectives of the present study.



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The questionnaire has twenty different questions with five different responses. Which comprises the

questions focus the parents attitude towards Visually Impaired children i.e. emotions, feelings, future

goals, expectation financial crisis, educational needs etc.

Procedure

The study was carried out in different districts i.e. Srinagar Baramullah, Budgam

Bandipora, Pulwama, Kulgam, Anantnag, Ganderbal, Kupwara, 40 subjects were drawn from all the

districts,

For collection of the data, A questionnaire was given individually to the parents after establishing the

proper report with them. They were requested to answer each question freely, without any pressure. They

were also assured that their responses will be kept confidential.

Data Analysis

After the required data were gathered, it was analyzed with the help of simple statistics technique

i.e. percentage and their content analysis was done to find out the attitude of Parents having children with

visual Impairment.



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CHAPTER IV

RESULTS



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CHAPTER IV

Results

The following four tables shows the percentage of background information of the respondents.

The below given table shows the percentage of the gender of the respondents.

Table 4.1

Gender Sample percentage

Male 20 50

Female 20 50

Total 40 100

The above table shows that 50% parents of visually impaired were male and 50% were females.

The following table shows the Socio Economic Status of respondents.

Table 4.2

Socio-Economic Status Sample Percentage

Low 11 27.5

Middle 19 47.5

High 10 25



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Total 40 100

The above given table shows that 27.5 % respondents were belonging to low socio economic status and

47.5% were belonging to Middle class families, whereas just 25% were belonging to high socio economic

status.

The below given table shows the occupation of the respondents

Table 4.3

Occupation Sample Percentage

Business Class 25 62.5

Government Employees 15 37.5

Total 40 100

The above given table shows that the maximum number of respondents i.e. 62.5 % belonged to business

class where as just 37.5% parents of visually impaired children were government employees.

The following table shows the District to which the respondents belonged.



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Table 4.4

District Sample Percentage

Srinagar 12 30

Baramullah 05 12.5

Budgam 08 20

Bandipora 02 05

Pulwama 04 10

Kulgam 01 2.5

Anantnag 04 10

Ganderbal 01 2.5

Kupwara 03 7.5

Total 40100

The data given in table 4.4 shows the percentage of respondents are from different districts of valley. The

majority of respondents belongs to district Srinagar i.e. 30% where as 20% belongs to Budgam , 12.5 are

from Baramullah, 10% of respondents are from Pulwama, other 10% of respondents belongs to Pulwama,

other 10% of respondents belongs to Anantnag , 7.5% and 5% respondents were from district Kupwara

and District Bandipora respectively. And a very little number of respondents were from Kulgam and

Anantnag that is just 2.5%.



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Table 4.5

The following table shows the percentage of parental attitude in response to, Parents are responsible for

healthy environment at home.

Degree Sample Percentage

Strongly Agree 18 45

Agree 22 55

Neutral - -

Disagree - -

Strongly Disagree - -

Total 40 100

The above table shows that 45% of parents having Children with visual impairment were strongly agreed

with the above statement where as 55% were agreed with the same statement asked by the researcher.

Table 4.6

The following table shows the percentage of parental attitude, in response to Due to blindness the whole

family is involved badly


Strongly Agree 15 37.5

Agree 10 25

Neutral 03 7.5

Disagree 08 20

Strongly disagree 4 10%

Total 40 100



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Agree 8 20

Neutral - -

Disagree 08 20

Strongly disagree 7 17.5

Total 40 100

The above table 4.8 revealed that about majority of the parents i.e. 42.5 % were strongly agreed with the

above statement where as 20% were agreed, 20% were disagreed and minimum amount of parents i.e.

17.5% were strongly disagreed and nobody gave neutral response of the statement.

Table 4.9

The following table shows the percentage of parental attitude in response to this statement that, Your

parents concern is less about yourself, and more about your visually impaired child.



Agree 13 32.5

Neutral - -

Disagree 4 10


Total 40 100

The above table 4.9 showed that about majority of parents that is 45% were strongly agreed and 32.5 were

agreed where as 12.5 were strongly disagreed and 10% were disagreed and no body was neutral with the

above statement.



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The following table shows the percentage of parental attitude in response to this statement that You have

mild feeling of resentment against their misfortune

Table 4.10



Agree 06 15

Neutral 01 2.5

Disagree 12 30

Strongly disagree 10 25

Total 40 100

The above Table 4.10 showed that about 30% of parents of VI were disagreed with the above statement,

where as 27.5% were strongly agreed, 25% were strongly disagreed, 15% were agreed and minimum

respondent that is just 2.5% gave neutral response with the above statement.

TABLE 4.11

The following table shows the percentage of attitude in response to this statement of VI parent that

Parent should do everything for their visually impaired children



Agree 18 45

Neutral 02 5

Disagree - -

Strongly disagree - -



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Total 40 100

The above table showed that about 50% parents of visually impaired was strongly agreed with the above

statement, where as 45% were agreed and only 5% were mental and no body was disagreed or strongly

disagreed the above statement.

TABLE 4.12

The following table shows the percentage of parental attitude , in response to this statement that You

have a feeling of rejection towards your visually impaired children


Strongly Agree - -

Agree - -

Neutral - -

Disagree 10 25


Total 40 100

The above table 4.12 revealed that about majority of parents that is 75% strongly disagreed with the above

statement, where as 25% disagreed. There were not single parents who strongly agreed or disagreed or

gave neutral response.

Table 4.13

The following table shows their percentage of parental attitude in response to this statement that You

consider your blind child as a burden



Agree 02 5



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Neutral - -

Disagree 17 42.5


Total 40 100

The above table divulges that 50% of parents strongly disagreed and 42.5% disagreed with the above

statement where as just 5% agreed and 2.5% of parents strongly agreed

TABLE 4.14

The following table shows the percentage of parental attitude in response to this statement that You got

feeling of shame or disbelief in the child potential.


Strongly Agree -

Agree 05 12.5

Neutral 15 37.5

Disagree 07 17.5


Total 40 100

The above table 4.14 reflects that 37.5% of parents were neutral with the above statement where as 32.5

strongly disagreed 17.5 disagreed and 12.5 agreed.

Table 4.15

The following table shows the percentage of parental attitude in response to the statement that My

family members feels indifferent in front of the blind child




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Agree 08 20

Neutral 01 2.5

Disagree 15 37.5


Total 40 100

The above table No 4.15 reflects that 37.5% parents strongly disagreed with the above statement whereas

27.5% strongly disagreed, 20% of parents agreed, 12.5 % of parents agreed, 12.5% of parents strongly

disagreed and only 2.5% parents were neutral.

Table 4.16

The following table shows the percentage of parents attitude in response to the statement that You

suffer from financial crisis due to your visually impaired


Strongly Agree 15- 37.5

Agree 03 7.5

Neutral - -

Disagree 15 37.5


Total 40 100

Results from the above table 4.16 indicates that 37.5% of parents were strongly agreed and also 37.5 % of

parents were disagreed with the above statement where as 17.5% strongly disagreed and just 7.5% agreed

with the same.

Table 4.17

The following table shows the percentage of parental attitude in response to the statement that your child

faces problem in interaction with the environment



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Agree 16 40

Neutral 04 10

Disagree 05 12.5


Total 40 100

The above table 4.17 divulges that 40% parents agreed with the above statement whereas 25% shows thatthey strongly agreed and 12.5% disagreed and other 12.5% strongly disagreed and 10% parent were

neutral.

Table 4.18

The following table shows the percentage of parental attitude in response to the statement that You are

emotionally unstable because of your Childs disability


Strongly Agree 19 47. 5

Agree 17 42.5

Neutral - -

Disagree 02 5


Total 40 100

Result from the above table 4.18 specifies that about 47.5% of the parents strongly agreed and 42.5%

agreed with the above statement, where are first 5% of parents strongly disagreed and also other 5%

disagreed with the same.



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Table 4.19

The following table shows the percentage of parental attitude in response to the statement that you feel

your child is dependant and helpless.



Agree 05 12.5

Neutral - -

Disagree 15 37.5


Total 40 100

The above table 4.19 shows that 40% parents strongly disagreed and 37.5% disagreed with the above

statement where as 12.5 % agreed and 10% strongly disagreed with the same.

Table 4.20

The following table shows the percentage of parental attitude in response to the statement that, I am

worried about the future of my visually impaired child



Agree 10 25

Neutral 06 15

Disagree 04 10


Total 40 100



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Result from the above table shows that the majority of the parents that is 50% are strongly agreed with the

above statement whereas25% agreed, 15% were neutral and least amount of parents i.e. 10% disagreed.

Table 4.21

The following table shows the percentage of parental attitude in response to the statement that Blindness

limits development of your child



Agree 03 7.5

Neutral 04 10

Disagree 15 37.5


Total 40 100

The above table 4.21 indicates that 37.5% parents disagreed with the above statement whereas 25%

where strongly agreed, 20% were strongly disagreed, 10% with neutral and only minimum amount i.e.

7.5% respondent were agreed with the statement.

Table 4.22

The following shows the percentage of parental attitude in response to the statement that There is no

partiality among children



Agree 15 37.5



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Neutral - -

Disagree 05 12.5


Total 40 100

The above table 4.22 revealed that majority of parents was strongly agreed whereas 37.5 % were agreed

and 12.5% were disagreed with the above statement.

Table 4.23

The following table shows the percentage of parental attitude in response to the statement that You

provide special education to the visually impaired child



Agree 05 12.5

Neutral 08 20

Disagree 06 15


Total 40 100

The above table 4.23 divulges that about 42.5% of parents visually impaired were strongly agreed with the

above statement whereas 20% were neutral 15% were disagreed, 12.5% were aggrieved and 10% were

strongly disagreed with the same.

Table 4.24

The following table shows the percentage of parental attitude in response to the statement that , your

child can compete with everything





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Agree 10 25

Neutral 10 25

Disagree 05 12.5


Total 40 100

The above table 4.24 reflects that about 32.5% parents were strongly agreed whereas 25% were agreed

25% were neutral 12.5% were disagreed and only minimum amount of 5% respondents were strongly

disagreed with the above statement.



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CHAPTER -V

DISCUSSION

CHAPTER -V

DISCUSSION



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The present study was intended to collect the information about the parental attitude towards the visually

impaired children. The study aims to evaluate the emotional attitude, and to assess the social economic

status, adjustment, future goals as well as social stigma of parents having children with visually Impaired.

For this purpose all these sample were drawn from different districts of Kashmir valley. The data was

analyzed with the help of simple statistical technique on percentage basis. For this present study the

simple questionnaire was developed according to said objectives of the study. This Questionnaire/scale

has 20 different

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