CHARTER VI - Shodhgangashodhganga.inflibnet.ac.in › bitstream › 10603 › 91620 › 12 › 12_chapt… · REMEDIAL INSTRUCTIONAL PROGRAMME IN EVS-II FOR EMR CHILDREN 6.0 INTRODUCTION

CHARTER VI

CHAPTER: VI

REMEDIAL INSTRUCTIONAL PROGRAMME IN EVS-II FOR EMR CHILDREN

6.0 INTRODUCTION.

This remedial phase of the study has two objectives:

1. To Plan a suitable Remedial Instructional Programme in Environmental

Studies-II (Science) among children with Mild Mental Retarded /Educable

Mentally Retarded.

2. To evaluate the effectiveness of the Remedial Instructional Programme in

Environmental Studies - II (Science) developed in the study in improving,

understanding and skills of science and application of them in day to day life

situations by Educable Mentally Retarded Children.

6.1 PLANNING A SUITABLE REMEDIAL INSTRUCTIONAL

PROGRAMME IN EVS-II FOR EMR CHILDREN

In order to achieve this objective of the study, the Investigator intended to plan

a Remedial Instructional Programme. For this purpose he explored the available

material developed by different institutions with MR. He studied some of the

materials. After thorough exploration and study he found out that material was

141

developed by NIMH in collaboration with UNICEF in 2002, has got all the essential

features of a good remedial instruction programme for EMR children. But it includes

most of the concepts and skills related to different aspects of development and

academic area. The material through planned and prepared very systematically it was

not validated empirically.

So the investigator has decided to select the suitable components of the

prepared programme (NIMH, 2002) which are useful in improving the concepts and

skills related EVS at pre-primary and primary levels. Though the material is far pre-

primary level, it was thought to be useful for the present subjects as the mental age

and social age of majority of them (24/30 = 80) are less than 6 years (pre-primary

level). Generally in state schools the entry for primary school is 5 years 10 months of

chronicle age with the assumption they have equal mental age.

The Investigator found that the material was developed keeping in mind the

principles and strategies of teaching in Environmental Studies-II (Science) to children

with special needs for the pre-school level. So the Investigator decided to try out the

same material during the experimentation with minor modification.The details of the

materials and procedure for administration are given.

6.1.1 Salient features of the remedial instruction

Outline of the Remedial Programme

The following components are the main feature of the Early Childhood Special

Education (ESCE) Training Package an inclusive model.

142

1. SELF:

OBJECTIVES:

Children will leam to:

1. Indicate trust and security.

2. Be aware of self.

3. Identify family members and their roles.

4. Express preferences.

5. Cooperate with classmates and teacher.

6. Be aware of clean habits.

7. Name what they eat.

2. HOME

OBJECTIVES:

Children will leam lo:

1. Share information about home.

2. Imitate animal sounds.

3. Identify common plants.

4. Listen and express.

5- Get used (o good habits

6. Demonstrate interest in given activities,

143

3. ME & MY NEIGHBOURHOOD

OBJECTIVES:

Children will learn to:

1. Discriminate sounds of vehicles.

2. Identify pictures of vehicles & animals.

3. Answer questions.

4. Experience and express feelings of "my school.

5. Identify doctor.

4. WHAT I EXPLORE:

OBJECTIVES:

1. Children will learn to Name some sense organs.

2. Learn to differentiate taste

3. Learn to differentiate texture

4. Identify use of water

5. Identify and name Vegetables

6. Demonstrate use of memory skills

5.1 SHARE WHAT I EXPLORE:

OBJECTIVES:


1. Follow instructions.

2. Identify objects in the environment and talk about them.

144

3. Talk I gesture about pictures.

4. Follow daily routine habits.

5. Express features of an exhibition / fair.

6. LET US TALK

OBJETIVES:

Children will learn to;

1. Talk/ gesture about family members.

2. Talk/gesture about food we eat.

3. Talk / gesture about and things in the surroundings.

4. Listen-express-question.

5. Read pictures and express feelings.

6. Differentiate day and night.

7. Identify seasons.

7. MY FAVOURITES

OBJECTIVES:


1. Identify / name people who help us.

2. Identify / name flowers.

3. Identify / name various types of clothing.

4. Take part in celebrating festivals.

5. Share experiences.

145

6. Wait for turn in a group.

7. WILL YOU LISTEN TO ME

OBJECTIVES:

L Children will learn to:

2. Identify/Name and use of animals

3. Identify/Name source of water

4. Identify/Name various type of clothing

5. Tell stories in sequences.

8. YES! I AM LEARNING:

OBJECTIVES


1. Describe clean water and use of water.

2. Describe Sun and Stars.

3. Name functions of each sense organ.

4. Enjoy group play.

5. Tell a story in their own words.

6. Use pre-reading, pre-writing and pre-arithmetic skills. (4-5 yrs and above)

146

9. LOOK! I HAVE LEARNT:

OBJECTIVES


1. Describe school.

2. Identify forest.

3. Feel air and wind and express.

4. Arrange objects and pictures in sequence.

5. Take part in school readiness activities. (4 yrs and above)

6. Count. (I to 9)

7. Identify shapes and sounds of letter.

Teaching strategies

Some of the teaching strategies suggested in the manual of Early Childhood

Special Education (ESCE) Training Package were adopted in the remedial

instructional programme during the experiment.

1. EMR children enjoy the learning of science by non-formal approach through

games, stories, songs, and creative activities.

2. Individualized Instruction must be used. Specific learning deficits and

developmental level of children should be assessed before the remediation.

3. In order to increase the relevancy of science instruction and make it more lifelike

(Welliever 1980) suggested following strategies. These include

147

a. Emphasize Inquiry and Process. Allow each Mentally Retarded child to

investigate and explore a particular question, problem or phenomenon, making

sure that these science questions are the ability and interest level of each

student.

b. Use simple materials: To use materials in Science lessons that can be found in

the child's immediate envirormient and which are familiar to the child.

c. De-emphasize Factual Context: The teacher should try to avoid situations

where students are overwhelmed with a large body of scientific information

that must be presented and mastered before the students can engage in Science

activities.

d. Teaching Science concepts of Educable Mentally Retarded students must be

the multisensory approach (Malone & Del.Uchhi 19980). It means to say that

concepts must be based on concrete and experimental rather than abstract and

theoretical.

e. Verbalization through reading or lecturing is must be kept to a minimum while

other modalities such as vision the kinesthetic modality taste and smell are

utilized.

148

f. There are many other methods of teaching for Educable mentally retarded

children are included, these are

o Task Analysis: One of the greatest secret of teaching mentally retarded

children is task analysis. Instead of teaching an activity as a whole, it is

recommended you break it into separate small steps to acquire the

entire behavioral objectives.

o Shaping: It involves rewarding successive approximations to sliced

behaviors toward a teaching objective.

o Chaining: The mentally retarded children learn better in small or

simple steps rather than when the teaching objectives are presented as a

whole as it was explained as task analysis. Further the sequential steps

of instructional objectives to be incorporated.

o Modeling or Imitation: Children learn lot by imitation. Imitation is

powerful tool for teaching Mentally Retarded children by means of

demonstration.

149

6.2 SAMPLE LESSONS:

Lesson no. 1

Method: By individual or in group

Materials: Commonly available flowers, pictures of flowers\

Procedure:

> Divide the children into groups of 4 or 5.

> Take them to a garden nearby.

> Point to various flowers and encourage discussion.

> Let him feel the texture and smell its fragrance. Tell him handle gently, flowers

are delicate.

> Name the flowers and describe the colors and texture. Ask her to repeat after you,

till she responds.

> Tell children to collect flowers, which have fallen down with the permission of the

gardener.

> Provide physical assistance, if needed.

> Call each child, ask him to close his eyes and give a flower to smell. Let him

identify it by its smell. If he has difficulty, let him look at it and identify it.

Lesson No. 2

General Objective:

1. To enable to the EMR children to acquire knowledge about the Plants:

Activity: 1

Method: By individual or in group

Materials: Commonly available small plants\picture of a plant

150

Method: Learning by doing

Procedure:

> Take the children out to the school garden and let them observe plants and trees

> Let children name the parts they can see.

> Introduce roots. Why can't you see it?

> Explain function of it.

> Bring the money plant and let the children see its roots.

> Talk about branches and leaves and stems

> Encourage the children draw a tree

> Ask the child to find out missing part of the plant in the picture.

> Narrate story on trees.

Lesson No. 3

General objectives:

1. To enable the EMR children to acquire knowledge about different movements of

Animals.

Specific Objectives:

1. The children learn the words for animals and the way they move.

Method: Through playing Music

Materials:

Pictures of the following animals:

A kangaroo, a bird, a camel, a snail, a snake, a jaguar, a horse

151

Procedure:

> Show the pictures of the animals and teach or elicit the names for them.

> Show the picture of the kangaroo and say: Kangaroos jump. (Jump up and down

to illustrate the meaning).

> Show the picture of the kangaroo again and say: Kangaroos jump. Indicate that

you want the children to do the action.

> Repeat stages 2 and 3 with the following: Birds fly. Camels walk Snails crawl.

Snakes wriggle. Jaguars run. Horses gallop.

> Put the instrumental music on and children start walking round the room. When

you call out name of an animal, they must do the appropriate movement.

Lesson No. 4

General objectives:

1. To enable the EMR children to acquire knowledge about the Animals.

Speciflc Objectives:

1. To under stand the animal by its sound

2. To name animals by seeing the picture

3. To differentiate small and big animals

4. To understand food of animals

Activity: 1

Method: It was done in the group along with normal children in the regular class

room and Individualized Instruction method also done for some EMR children.

Materials: Models / puppets and pictures of animals.

Procedure:

152

> Sit in a circle with the children.

> Imitate animal sounds from behind cover or play a tape of animal sounds

(if available).

> Ask children to identify the animal by its sound.

> Repeat each sound and show a model of the animal till the child learns to identify

verbally.

> Sing a song on animals and ask children to sing with you.

> Show pictures of animals ask them to name them and imitate their sounds.

> Provide models/puppets of animals

> Let him match pictures initially and then identify

> Ask him to mime animal's sounds observing others

> Encourage discussion on small and big animals, what they eat, where they live

and how the help us.

Activity: 2. Reciting a song on Cow (It was done in the Regional Language)

Cow:

I am a big animal I have four legs I eat grasses and give milk For all your children to drink Who am I?

Activity: 3. (In real situation)

> Discuss the food that animals eat

> Show the different food items

> Throw dried bread to birds

> Grass to Cow

153

> Ask Child to watch and observe how they eat and what they eat

Lesson No. 1

General Objective:

1. To enable the EMR children to acquire knowledge of Food.

Specific Objectives:

1. To identify the taste of eatables.

Activity: 1

Method: Learning by doing by individual or in group with normal children

Materials: Picture of eatables that have sweet, sour, salty, spicy, bitter taste

Procedure:

> Divide the children into two groups along with EMR children

> Give few eatables to one of the group and ask them to categories the given food

items accordingly to their taste such as salty, sweet, sour, spicy, and bitter.

> Give the picture to other group and ask them to sort under given categories-sweet,

salty, spicy, bitter and sour.

> Encourage discussion between both the groups about the food items and pictures

associating them according to the taste.

> Stimulate children to add more items of food of each category of taste from their

own experience.

> Give repetitive practice in sorting and associating the eatables with the taste

> Let another child help him in sorting and associating the eatables with the taste

154

Lesson No. 2

General Objective:

1. To enable the EMR children to acquire knowledge of Food.

Specific Objective:

1. To name different food items

Activity: 1

Method: Learning by doing by EMR child.

Procedure:

(Initiating the conversation by asking questions)

> What did you have for breakfast?

> Why do we eat?

> Just as a vehicle need petrol to run

> The body needs food for strength and growth

> Child was asked to open his Tiffin box and what food items they have brought.

> Ask the child to spray painting of different vegetables/fruits and other food items.

Lesson No. 1

General Objective: 1. To enable the EMR children to acquire knowledge of Food.

Specific Objective:

1. To develop good food habits.

155

Activity: I

Method: By instruction to EMR child in Individualized situation

Materials: Pictures of eatables, pictures of healthy and weak children.

Procedure:

> Ask the children what they had for breakfast.

> Encourage discussion on the food we eat everyday.

> Say 'Do you eat rice or roti. Praise him for attempting to respond.

> Discuss about following activities of cleanliness routine before and after eating.

> Through songs or stories, tell them what may happen if they do not follow

cleanliness routine.

> Ask them' before eating / cooking vegetables, fruits, what should we do?' Give

them cues like -'wash' 'wipe' 'clean'.

> Give each child a picture of a vegetable or a fruit - and encourage discussion on

how to eat it, and how it tastes.

> Show pictures of a healthy and a weak child. Encourage discussion.

> Let another child describe the picture for him.

> Use facial expressions and body movements

Lesson No. 1

General Objective:

1. To acquire knowledge about the Traffic Lights

Specific Objective:

1. To respond appropriately on traffic signals

156

Activity: 1

Description: The Children pretended to be cars and go for fast/slow/or stop according

to which traffic sign is shown.

Materials: One green, one red, one orange circle of cardboard

Method: Through game show

Procedure:

Hold up the green circle and elicit the color. Do the same with the orange and red

circles. Get the children to from a circle round you and tell them that they are driving

cars. They must walk round quickly when you say 'green', slowly when you say

'orange' and they must stop when you say 'red'

Activity: 2

Method: Through singing a Song

Beep, beep, beep, in my little car.


Beep, beep) beep) in my little car,

Green means 'go'. Beep, beep, beep, in my little car.



Orange means 'slow'. Beep, beep, beep, in my little car.

Beep, beep, beep, in my little car. Beep, beep, beep, in my little car,

Red means "STOP."

(S. M. Ward)

157

Lesson No. 1

General Objective:

1. Problem Solving (Puzzles)

Specific Objective:

1. To sort out /assimilating the things

Activity: 1

Method: lEP or in Classroom with groups

Materials: Beads, flowers, and leaves.

Procedure:

> Ask children to sort out the flowers and leaves according to their color.

> Give flash cards of two squares, a triangle and ask them to identify the odd one

out.

> Display two objects of the same color, with a slight difference in their shade. Ask

children to identify the difference, and specify which one is dark in color and

which one is light. Give each child a figure of a human face with few parts

missing. Ask children to draw the missing part.

> Repeat the activity with limited choices only.

> Use models of animals/ objects with missing parts. Let them examine by touching

and name the missing part of the model.

> Use contrast in color for better visibility.

> Let Nm express using gestures.

> Let him sort puzzles if necessary.

158

6.3 EVALUATING THE EFFECTIVENESS OF THE REMEDIAL

INSTRUCTIONAL PROGRAMME

The second objective of the remedial phase was to evaluate the effectiveness of

the Remedial Instructional Programme.

In this phase, the sample, design of the experiment, administration of the

treatment, the data collection and analysis of the data through various statistical

processes are discussed.

6.4 Sample: (Details are given in Chapter: IV).

6.5 Design of the Experiment:

In order to find out the effectiveness of the study a pre-test - post- test single

group design was planned. Control group was not included as it was difficult to get

matched group, as there is lot of heterogeneity among the EMR Children. The design

of the experiment could be represented as follows.

Table 6.1: Design of the Experiment

Pre-test

Treatment

Post-test

Administration of the Diagnostic Test in EVS-II (Sc) developed by the Investigator

Administration of the Remedial Instructional Programme in Environmental Studies-II (Science)

Administration of the Diagnostic Test in EVS-II (Sc) developed by the Investigator

159

Pre-test Assessment

The Diagnostic test in EVS-II (Sc) was administered to all the 30 children who

were identified as Educable Mentally Retarded in the study as pre-test. (Details are

given in Chapter: V).

As a precaution measure to control intervening variables children who were

involved in the study not participated in any other special interventional programme

except their regular classroom activities. The concern parents and teachers were

requested to extend their co-operation and encouragement for active participation of

EMR children in the experimental treatment.

Procedure

The difficulties demonstrated by the EMR Children were collected from the

pre-test assessment and used as the target behaviors for the remediation in the study.

The experimental treatment was conducted in both IE? and small groups mixing with

normal children of the same class. The entire 50 test items of Environmental Studies-

II (science) were carried out during the experiment with the help of guidelines are

given in the teacher manual of ECSE Training Package.

Each concept/lesson was conducted with two to three activities which were

sequentially arranged as per the principles and strategies of the instructional

objectives. The treatment was conducted very smoothly with help of subject teachers

and sometimes with parents; it took 36 weeks to complete for all 30 children. The

160

investigator visited once in a week to all 12 schools, and spends more time with

children. Most of the activities were carried out with own classmates in small groups.

Sometimes lEP was done; child to child the activity was planned differently.

It was pleasant experience to the investigator to built support with children

with EMR as well as with normal children from the selected schools involved in the

study. Investigator even had visited residence of EMR children for the purpose of

conducting play or game activities in order to develop the motivation into the

children, even all the parents were co-operated well during the experiment was

arranged at various sessions.

Post-Test Assessment

The post test assessment was done by administering the diagnostic test in

EVS-II, which was administered as pre-test in the earlier stage of the study. Scoring

was done as per the procedure.

Analysis of Results Related to the Remedial Programme:

In order to verify the hypothesis namely the remedial instructional programme

developed in the study will be effective in improving, understanding and skills of

science and application of them in day to day life situation by EMR children.

161

The data was analysed statistically and qualitatively. The statistical analysis

was done through t-test of significance to verify the above mentioned hypothesis.

Qualitative analysis was done for individual cases on the performance on the

Diagnostic Test planned in Environmental Studies -II (Science).The individual cases

profiles are given in the Chapter -V to understand the level of skills behavior/

adaptive behavior and intellectual functioning of the Educable Mentally Retarded

Children.

Comparison of the mean performance the of subjects on pre-test and post-test.

The data was analysed for 4 groups (according to the (Mental Age of children)

namely Group A; Group B; Group C; and Group E. The raw scores for the whole

test, at pre-test and post-test level were considered for analysis purpose.

The data was also analysed for boys and girls separately.

Table 6.2: Mean, SD, and t-Value for Group A.

Mean

SD

Pre-test

16.1

2.94

Post-test

70.75

3.61

t-value

15.46*

*Significantat0.01 level

The df 13 table value for t at 0.01 level

162

From the table, it is clear that the obtained t-value is higher than the expected

value of for df 7 for the Group A. So, this indicates that the remedial progamme

developed in the study was effective in improving understanding and skills of science

in day to day life.

Table 6.3: Mean, SD, and t-Value for Group B:

Mean

SD

Pre-test

20.4

3.80

Post-test

74

5.14

t-value

16.94*

* t-value significant at 0.001 level

For the df 9 table value for t at 0.01 level of significance is

From the table it is clear that the obtained t-value is higher than the expected

value for Group B so, it indicates that the remedial progamme developed in the study

was effective in improving understanding and skills of science in day to day life.

Table 6.4: Mean, SD, and t-Value for Group C:

Mean

SD

Pre-test

24.66

3.26

Post-test

78.16

3.37

t-value

18.50*

*significant at 0.01 level.

From the table, it is clear that the obtained t-value is higher than the expected

value of for df 5 for the Group C. So, it indicates that the remedial progamme

163

developed in the study was effective in improving understanding and skills of science

in day to day life

Table 6.5: Mean, SD, and t-Value for Group D:

Mean

SD

Pre-test

26.5

3.0

Post-test

76

1.82

t-value

17.66*

* t-value significant at 0.001 level

For the df 3 table value for t at 0.01 level


value for Group D so, it indicates that the remedial progamme developed in the study


Table 6.6: Mean, SD, and t-Value for Group E:

Mean

29

Pre-test

29

1.41

Post-test

81

1.41

t-value

29.0*

*t-value significant at 0.002 level

For the df 1 table value for t at 0.01 level of significance is

164


value for Group D so, it indicates that the remedial progamme developed in the study


Table 6.7: Mean, SD, and t-Value for Boys:

Mean

SD

Pre-test

21

6.32

Post-test

74

5.49

t-value

14.27*

*t-value significant at 0.01 level

For df 17 table value for t at 0.01 level of significance is

Table 6.8: Mean, SD and t-value for Girls.

Mean

SD

Pre-test

22.41

3.39

Post-test

75.4

4.69

t-value

22.86*

*significant at 0.01 level.

For df 11 table value for t at 0.01 level

From the table it is clear that the obtained value for boys and girls are higher

than the t-value. Hence, it could be accepted that there was significant improvement

for both the boys and girls.

165

Analysis of Pre-test and Post-test performance of the subjects on the diagnostic

test for EVS

In order to find out the difficulties in Environmental studies-II (Science) faced

by Educable Mentally Retarded children even after the experimental treatment the

percentage of subjects passed in each lesson at pre-test and post-tests performance

were discussed in the following tables. The 80% of the subjects performed on a item/

activity in the diagnostic test that is considered as masterly level. But in the case

Educable Mentally Reatarded Children 70 to 75% is considered to be attainment of

mastery level in the given task.

Table 6.9: Percentage of Cases Passed in pre-test and post-test in EVS -II (Sc)

Group: A

Items 1-12 Pre-test 100

87.5

25

50

12.5

0

0

0

0

0

0

0

Post-test 100

100

100

100

100

100

87.5

87.5

75

75

75

62.5


87.5

62.5

0

12.5

0

0

0

0

0

0

0

Post-test 100

100

100

100

100

100

87.5

100

100

87.5

37.5

37.5


87.5

25

12.5

12.5

0

0

0

0

0

0

0

Post-test 100

100

100

75

100

75

87.5

75

75

62.5

37.5

37.5

No. of Children: 8


12.5

18.75

0

0

0

0

0

0

0

0

0

0

0

Post-test 12.5

25

62.5

75

87.5

75

62.5

25

25

18.75

12.5

12.5

6.25

18.75

166


Group: B

Items 1-12 Pre-test

100

90

50

60

20

20

0

0

0

0

0

0

Post-test

100

100

100

90

90

80

80

80

80

60

70

100

Items 13-24 Pre-test

100

80

65

20

10

10

10

0

0

0

0

0

Post-test

100

100

100

100

100

90

80

80

90

60

70

90


100

90

60

50

10

0

0

0

0

0

0

0

Post-test

100

100

100

90

90

80

80

70

80

90

80

80

No. of Children: 10


0.5

20

0.5

10

10

0

0

0

0

0

0

0

0

0

Post-test

30

55

60

75

50

50

40

60

30

50

30

40

30

40

167

Table 6.11: Percentage of Cases Passed in pre-test and post-test in EVS -11 (Sc)

Group: C

Items 1-12 Pre-test

100

100

100

16.66

66.66

33.33

0

0

0

0

0

0

Post-test

100

100

100

100

100

100

100

83.33

83.33

100

100

66.66


100

83.37

66.66

100

50

33.33

16.66

0

0

0

0

0

Post-test

100

100

100

100

83.33

100

100

83.33

100

83.33

100

100


83.33

100

50

33.33

0

0

16.66

0

0

0

0

0

Post-test

100

100

100

100

100

100

100

100

100

100

100

100

No nf Children: 6


16.66

50

50

16.66

16.66

0

0

0

0

0

0

0

0

0

Post-test

0

83.33

66.66

50

66.66

16.66

16.66

33.33

0

16.66

0

3.33

66.66

50

168


Group: D


100

50

75

50

50

0

0

0

0

0

0

Post-test 100

100

100

100

100

100

50

100

100

100

100

100


100

75

50

25

0

20

20

0

0

0

0

Post-test 100

100

100

100

100

75

100

100

100

100

100

100


75

50

50

100

25

25

0

0

0

0

0

!6 Post-test 100

100

100

100

100

100

100

75

100

75

100

100

No. of Children: 4


50

75

25

0

25

0

0

0

0

0

0

0

0

Post-test 25

75

25

50

25

50

0

25

0

25

25

0

0

50

169

Table 6.13: Percentage of Cases Passed in pre-test and post-test in EVS -11 (Sc)

Group: E

Items 1-12 Pre-test

100

100

100

50

50

50

50

50

0

0

0

0

Post-test

100

100

100

100

100

100

100

100

100

100

100

100


100

100

0

100

0

0

50

50

0

0

0

0

Post-test

100

100

100

100

100

100

100

100

100

100

100

100


100

100

100

0

0

0

0

0

50

0

0

0

Post-test

100

100

100

100

100

100

100

100

100

100

100

100

No. of Children: 2


0

100

0

50

0

0

0

0

0

0

0

0

0

0

Post-test

0

50

100

50

0

0

0

0

0

0

0

0

0

100

170

6.6 MAJOR FINDINGS AT THE REMEDIAL PHASE OF THE STUDY AND

DISCUSSION

Major findings and discussion related to the pre-test and post-test performance

of EMR children in EVS-II (Sc) are as follows.

1) The general observation is all the 30 children showed significantly better on the

post-test at the end of the remedial programme.

2) 80% of the test items included in the remediation, got mastery level by the EMR

children in group A consisting of subjects with 3-4 mental age range.

3) Even after remediation, poor performance was observed in problem solving,

sorting out, safety rules, it might be the result of lack of learning readiness skills

in the children.

4) The post-test performance of group B (mental age range from 4-5 years)

significantly better improvement in all concepts. 43 items of 50 were found

mastery level it is observed that 6% more than group A children.

5) Heward and Orlomsky (180, p .83) found in a research study, the elderly MMR

children can perform better than younger retarded children. In the study, it also

prove that mental age range from 5-6 in the group C, shown better result than

group A and group B i.e. 96 of the test items in post-test was attained by the

children.

6) The maximum improvement attained by the children between mental age of 6-7

range. 100% attainment at 34 items of 50 concepts was found. It might be the

result of using enhancing creativity activities involved the remediation that

171

included opportunity created for free play, involvement art and craft activities

using the models, pictures and other strategies.

7) According to the research of Zeaman and House (1963), a deficit in retarded

children's ability to identify, discriminate can be improved by language

development. In the ECSE training package also included on the evaluation part is

conversation/story telling/rhymes. As the result of this, with most of the children

irrespective of their age group, identify skill, the remedial programme was well

able to achieve.

8) The ability to make relative comparison, along dimensions of size, distance,

colour is commonly deficit with EMR children. It was observed in the pre-test

result. The well planned component training package items could be able to

achieve with some of EMR children to reach mastery in the study. 80% of the

children could be able to do it in the size, colour and to relate the things in the

post-test. There are several programme developed by Mercer and Snell (1977) in

order to develop the discrimination learning to EMR children in the past.

9) Some children found in group D (MA range 6-7) i.e. 8 children of 30 (17% of

children) could not achieve even after remedial instruction in some concepts like

memorizing objects, assemble puzzle to solve the problems and sort out things.

There is need to continue remedial instruction with suitable modification of EMR

children to enable to predict events and consequences.

10)96% of the children able to recognize the various sound and imitating the sound

skills. Many retarded children require specific instruction and practice before they

can imitate a model (Bandura, 1965). The task was well planned in the remedial

172

instructional programme as ECSE package included so many game activities

carried out in group with normal children of the school.

11) During the experimental treatment some of the concept like identification of

plants, identification of colour, name the fruits were tried out in education

programme with some children. It is observed students ability to achieve the task

was to comparatively better than the performance obtained in the group.

12) All the methods which have used in the remediation to achieve the goal was very

effective when compared with pre-test and performance in overall.

13) It was observed that the distribution of prevalence among the EMR children boys

were more than girls. It was proved that in the identification part of the study, i.e.

18 boys and 12 girls were identified as EMR out of 30 children.

14) The 1649 children were selected from the 92 selected schools, for the study in the

initial age, out of this 30 children were compared as EMR by various techniques

and testing procedure, which amount to 1.8% (prevalence of EMR children).

15)Distribution of EMR children on MA and SA (N = 30). SA either will be less or

more in comparison with MA by a range of one year majority of children have

learn SA than MA.

173

Documents

CHARTER VI - Shodhgangashodhganga.inflibnet.ac.in › bitstream › 10603 › 91620 › 12 › 12_chapt… · REMEDIAL INSTRUCTIONAL PROGRAMME IN EVS-II FOR EMR CHILDREN 6.0 INTRODUCTION