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|Other Titles:||A Study on Self-Concept and Anxietyof Visually Handicapped Children in Elementary Schools|
Department od Education, NTNU
“Mainstreaming”has been emphasized by educators here and abroad. Our government, concerned about special education, has paid attention to this movement. The Taiwan Provincial Program for Integrated Visually Handicapped Children has been effectively carried out since 1966. one objective of the program is that visually handicapped children, integrated in regular classes, would have a healthy development and sound mental adjustment. But whether or not they have reached such a goal is worthy of investigation. The main purposes of this study were as follows: 1. To compare self-concept and anxiety among certain subgroups of visually handicapped children, e.g., males and females, the blind and the partially seeing, as well as those in a residential setting and those in an integrated program. 2. To compare self-concept and anxiety of visually handicapped children and those of normal sighted children. 3. To study the relationship between self-concept of visually handicapped children and their anxiety. With the view to carry out this study, 147 visually handicapped children were sampled. They included 82 boys and 65 girls, 71 blind and 76 partially seeing, 85 from regular classes and 62 from residential schools, while there was a control group composed of 60 normal sighted children with an equal sex ratio. The instruments used in this study were“Children's Self Concept Scale” (CSCS) designed by Dr. Kuo Wei-fan and“Chinese Children's Manifest Anxiety Scale”(CCMAS) revised by Dr.Yanf Kou-su, et al..The data obtained were statistically treated by t test, 2x2 ANOVA(with unequal n), Pearson Productmoment Correlation, and multiple correlation. The main findings of the study were as follows: 1. There was no significant difference in total self-concept and anxiety between those subjects in the various demographic subgroups determined by sex, residual vision, and educational placements. 2. The total self-concept of blind girls and the integrated blind was found to be significantly dif
|Appears in Collections:||教育研究所集刊|
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