The key purpose of this study was to investigate the depression in students with congenital and adventitious vision loss. The purposive sampling technique was used to select sample. A sample of 81 students with visual impairment (51 with congenital and 30 with adventitious) was selected from different educational institutions of Punjab, Pakistan. An Instrument was developed and validated through expert opinion and piloting on 30 students. The value of Cronbach Alpha was found .88. Data was analyzed by using independent t test and ANOVA on SPSS. Independent sample t-test was used to see the significant difference in depression of students with congenital and adventitious vision loss. Results of t-test showed high significant difference (t= -2.285*) of depression between students with congenital and adventitious vision loss. Adventitiously Visually Impaired students (mean, 65.70) were more depressive than congenitally visually impaired (mean, 58.37). Results also showed no significant difference (-.856) between male and female students with vision loss. But females had high mean of depression (63.31) than males (60.25), it showed females were more depressive than males. To know about the difference of depression among age groups, ANOVA was applied. It showed there is no significant difference (F, .113) of depression among three age groups. As result revealed adventitiously visually impaired are more depressive because of their late onset so they should be needed psychological counseling to cope their depression.
Purpose: The goal of this research was to investigate the difficulties that deaf parents have when it comes to the academic performance of their hearing children. Methodology: Case studies based on qualitative paradigms were used for this study. Participants in the research were parents who were deaf themselves but whose children had normal hearing. The sample comprises of 14 deaf couples from two divisions of Punjab—Lahore and Gujranwala. The data collection method consisted of a self-developed interview schedule with open-ended questions. Thematic analysis, a qualitative method, was used to analyze the data. Findings: Deaf parents have to deal with a number of obstacles, the most significant of which are communication barriers, attitudes they confront, and misunderstandings held by the community as a whole, all of which limit their capacity to participate in their children's academic lives who have normal hearing. Implications: It was suggested to the various stakeholders that they should be required to play their respective contributing roles in the process of reducing the constraints that restrict the engagement of parents in the academics of their children on a consistent basis, beginning with the most fundamental level.
Purpose: Communication skills are essential for all individuals in the world to interact with each other. It is the beauty of communication skills to make the population of world capable to share thoughts, experiences, and views with one another. Meaningful communication is always constructed by effective coordination of cognitive, motor, social and linguistic skills. Underlying reasons of genetic or environmental factors affect the cognitive, motor, social and linguistic skills, causing delays in language and communication skills. This comparative study envisioned to find out the communication skills of school going children with IDDs and those who are out of school. Design/Methodology/Approach: This study was descriptive in nature. A sample of 120 children with IDDSs from which 60 were school going and 60 were out of school, was selected from Punjab province of Pakistan. Parents and teachers rated the communication skills of their children with IDDs. Findings: Communication skills in school going children with IDDs significantly and remarkably higher than children with IDDs who are out of school. Study recommends to make education accessible for all and provide all children with IDDs to equitable access to schools so that their cognitive, motor, linguistic and social needs can be fulfilled. Implications: Parental training and awareness campaigns for the development of communication skills will be indispensable. Schools are important for the whole life grooming of individuals with intellectual disabilities.
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