CHAPTER-2
REVIEWS OF
LITERATURE
Review
of related study plays an important role to understand deeply the problem
understand investigation. Related studies are available in journals, research
survey and in books.
MEANING
OF REVIEW
The
accumulated knowledge of the past provides the bases on which the edifice on
new knowledge is to be erected. The phase ‘Review of Literature’ consist of
words viz. ‘review’ and ‘literature’.
The
term ‘review’ means to organize to evolve an edifice of knowledge to show that
this study would be an addition to this feild.
The
term ‘literature’ refers to the knowledge of the particular area of the
individual of any discipline , which include theoretical, practical and its
research studies.
Thus
review of related literature gives the researcher an understanding of the
research methodology, which refers to the way the study is to be conducted.
Best
(1983) says, “practically all human knowledge can be found in books and
libraries unlike another animals that must start anew with each generation, man
build upon the accumulated and recorded knowledge of the past”.
The
related literature in any field form that foundation upon which all the future
work will be built. It makes the investigator aware of what has already been
done in the field, what are the finding and what is being done thereby,
insuring the avoidance of unnecessary duplication.
The
review of related literature is an essentially preliminary step, which must be
taken in research. Review of related studies gives the invigilator the insight
to tackle the research problem. The literature provide as a guide to the
researcher in locating, selecting, utilizing primary and secondary source of
information.
This review of related literature helps the
investigator:-
·
To define the limits of
his fields. It helps the researcher to delimit and define his problem.
·
To avoid unintentional
duplication of well-established findings.
·
To know about the tools
and instruments which, proved to be useful and promising in the previous
studies.
·
In speculating useful
hypothesis and to provide suggestions for significant investigation.
·
To become aware of the
status of the problem.
·
To formulate an
appropriate research design.
·
To locate the source of
date and to collect the pertinent data useful in the interpretation of
results.
2.1
STUDIES RELATED TO LEARNING DISABILITY:-
Bhattacharya (1982)
conducted a study on Diagnosing and preventing learning disabilities of primary
school students in Arithmetic. To diagnose and prevent learning disabilities in
arithmetic of primary school. There are 40 samples of students having learning
difficulties in reference to mathematics of 10 primary schools. It was found
that learning through audio-visual methods caused prolonged retention than
traditional methods.
Wilson (1998)
investigated the ability of general education middle school students to prompt
and reinforce skill acquisition of peers with moderate to severe disabilities
in the context of content area co-operative learning instructional settings.
The above study consisted of 22 students of general education middle school
students. The strategies with prompt and reinforce skill acquisition were used
for the study. Results indicated that the general education students learned to
provide the identified opportunities, reinforcement and prompt sequence to
their peers with learning disabilities. The tutors and tutees felt positive
towards their participation.
Arya (1997)
designed to estimate the prevalence of disability and impairments among pre-
school children in rural areas and to discover the significant socio
demographic variables which influence such prevalence rates. The distribution
among different age groups appeared to be positive on screening. In relation to
sex variables, there was generally higher prevalence of all disabilities. It
was found that there existed a greater prevalence of handicaps among lower
socio- economic status groups such as scheduled castes, scheduled tribes and
backward classes than among the other groups.
Wilson and David (1994)
evaluated the academic intrinsic motivation and attitudes towards schools and
learning of learning disabled students. The study revealed that subjects
perceived the school environment and academic tasks as two separate factors.
Learning disabled students, compared to non-disabled students, exhibited more
positive attitudes towards the school environment than for academic learning
tasks. School attitudes improved as grade level increased.
Carlisle and Andrews
(1993) in their study tried to find out how
mainstreamed learning disabled students cope up with their science classes.
This study found that mainstreamed fourth and sixth grade students with
learning disabilities had significant weaknesses on a science curriculum based
assessment relative to non-disabled peers and they rated
themselves
and were rated by their teachers more negatively.
Swanson (1993)
conducted a study on the information processing analysis of learning disabled
children. The sample for the study consisted of 32 learning disabled, 17 gifted
and 14 normally achieving students from grade 4 and 5.Results reveal that
learning-disabled children’s problem-solving performance reflects a weak
integration of meta cognitive skills with online processing and problem
solution
Lorsbach and Frymier
(1992) made a comparison of learning disabled
and non-disabled students on five at-risk factors, viz. Personal pain, family
socio-economic status, family instability, family tragedy and academic risk.
This study compared 1,356 students with learning disabilities and 17,431
non-disabled students in grades 4, 7 and 10 on risk factors and number of
school interventions. The study found that learning- disabled children were
significantly more at risk on personal pain, family socio-economic status,
family instability, family tragedy and academic risk.
Coleman (1992)
compared the similarities in the social competencies of learning disabled and
low achieving elementary school children. Eighty-five children with learning
disabilities in grades 3-6 were compared to match low achieving (LA) peers.
Results indicated that the two groups were comparable on most social competence
measures, although LD children reported themselves less lonely than LA
children, and regular class children rated LD children more likable than LA
children.
Anima(1990)
did research on learning disabilities in the reasoning power of the student in
geometry, he took sample of 148 students covering both the gender and belonging
to both the rural and urban areas. The study was conducted using a diagnostic
test of attainment and teaching strategy. Major finding were through audio
visual material caused more prolonged retention then through the conventional
method.
Bays (2001)
presented a grounded theory and describe how the supervision of special
education instruction occurs in public elementary schools in rural setting.
Nine elementary schools in three rural districts in the State o f Virginia
participated in this study. Interview data was collected from 34 participants
including special and general education teachers, principals and directors of
special education. The grounded theory suggests that the supervisor’ role is
assigned to the principal: (i) Monitoring for legal compliance supervision of
instruction for students of disability, and (ii) Evaluation of teachers
supervision. The outcome of negotiating competing priorities and contextual
factors is a dispersal of responsibility for supervision to three groups of
educators. Principal as a primary supervisor: utilizes three strategies to
address supervision: the observation evaluation process (ii) supervision by
disability and class. Their separate legal development doesn’t constitute an
institutional conflict. Result indicated that for the most part the political
discord among rights struggle on the basis of race, sex disability and class
has entailed a contest for political movement energies and for political
attention of particular legal rights conceptions. At the same time educational
rights on the basis of socioeconomic class founded upon particular legal form
of material resource equalization evidence the potential to develop in the
basic institutional coherence with right on the basis of race 33 as well as sex
and disability. By contrast the school choice movement in the form of charter
and voucher school legislation actually with those on the basis of race, sex
and disability. Individual must in effect choose between the concrete, legal
attainment of such rights versus those on the basis of race, sex and
disability.
James and Deborah
(2002) conducted a study on classroom
behaviour and the academic progress of learning disabled students. A total of 43
learning disabled (LD) students who were identified in grades 1-3 were followed
up in their second year of special education services. Teachers completed the
Classroom Behaviour Inventory (CBI) for each LD student and for randomly
selected classmates, and both groups of students were observed with the SCAN
system in regular classroom settings. Group difference in teacher perceived
task orientation, independence, and verbal expressiveness replicated previous
findings with CBI for this LD sample. SCAN observations partially replicated
previous results in that LD children interacted with teachers more often than
classmates. Multiple regression analysis indicated that both measures of
behaviour were predictive of reading achievement during year 1 when the LD children
were identified and that the CBI predicted academic progress from one year to
the next. Result indicated that both teacher ratings and observational evidence
converged on the importance of task –oriented behaviour, independent
functioning, and socially appropriate behaviour in understanding the poor
achievement of LD students.
Bayer (2003)
conducted a study on a descriptive study of teaching strategies used by general
education teacher in classroom including student with mild learning
disabilities. This study focused on teaching strategies and methodologies
successful in general education teacher in grade four through six used in
teaching mathematics within an inclusive setting. This study also focused on
the rational of how teacher ensure that special education has the opportunity
to engage in successful learning experience during mathematics instruction by
using ongoing and continuous assessment. The study included how student with
learning disabilities benefited from an inclusive setting and how teachers’
choice of specific instruction strategies were based on individual student
needs. The result can offer assistance to teacher who a restruggling to
implement such strategies.
Kenneth and Mark (2004)
examined social skills interventions for individuals with learning
disabilities. The purpose of the study was to examine the need and
effectiveness of social skills interventions. 65 learning disabled children
participated in the study for examining the social skills interventions for
individual with learning disabilities. Result laid stress that social skill
deficits have become a primary target for remediation and there is great need
of training program and interventions activity for student with learning
disabilities.
Fontenot (2005)
examined the attitudes of rural, suburban and urban public elementary school
principals in Texas regarding the inclusion of students with disabilities into
the general education classrooms. A three point questionnaire, the “Modified
Principles” and inclusion survey, was sent to 733 randomly selected principals,
requesting information that could be used to evaluate attitudes toward
inclusion of students into the general education classroom setting. There was
no significant correlation found between age and attitudes, nor gender and
attitudes of principals toward inclusion of students with disabilities.
Although a negative correlation was found between full time regular educations
teaching experiences in regard to the attitude score of principles toward inclusion
of students with disabilities. Neither general education teaching experience
nor special education teaching experience was significantly correlated with
attitude.
Carlson (2005)
in his study described the history of learning disabilities and intervention
theories, which might be helpful for adult college students suffering from many
other learning disabilities Learning disability is not longer considered as a
form of mental retardation. It is related to some typical brain dysfunction.
Mehta (2006)
in his study revealed that there is a significant difference in the awareness
of learning disabilities in teachers of different boards such as SSLC, CBSE,
ICSE. Among the boards ICSE board teachers were more aware about learning
disabilities as compared to CBSE and SSLC board.
Kulkarni and Karande
(2007) examined educational provision and
learning disability. The objective of the study was to assess the impact of the
provision of the Maharashtra Govt. on the academic performance of children with
learning disabilities at the secondary school certificate board examination.
The study was conducted in Maharashtra with 12-18 years old girl. Three
governments were selected at random. Thirty 12-18 years old girls were selected
from each school on the basis of their academic performance. The result shows
that there was as significant improvement in their academic performance at the
SSC board examination.
Erik (2010)
examined the summer employment and community activities of 136 high school
students with severe disabilities. The majority of youth was either not working
(61.7%) or reported sheltered employment (11.1%) The most prominent predictors
of summer employment status were holding a job during the spring semester and
teacher expectations for employment. Recommendations for research and practice
focus on increasing the capacity of schools, families and communities to
support the involvement of youth with severe disabilities in meaningful summer
activities.
Anette (2010)Conducted
a study on learning difficulties and academic competence among children with
and without learning disabilities. The aim of this study was to examine
learning difficulties as well as academic competence. The sample consisted of
30 learning disabled children. These children were examined for the learning
difficulties and academic competence and experimental study was carried out.
Result was interpreted as indicating that children with learning disabilities
have low academic competence and need special assistance.
Benjamin J. Lovett(2010) conducted a study on extended time testing accommodations
for students with disabilities- answers to five fundamental questions . This
study reviews a wide variety of empirical evidence to draw conclusions about
the appropriateness of extended time accommodations. The evidence reviewed
raises concerns with the way that extended time accommodations are currently
provided, although the same literature also points to potential solutions and
best practices.
Verma (2011)
Learning disabled (N = 36) were identified from among the 160 discrepant
achievers, screened from 1140 male students belonging to 3 rd , 4th and 5th
grade levels of three English medium schools located in western sub-urban of
Mumbai. Standard scores and regression methods were used to compute aptitude-achievement
discrepancy. The discrepant achievers were subjected to rating, on BCSLD, by
their teachers; those scoring at or above 75th percentile were further
administered WISC III. Of these, who scored P > V at least by 12 to 15
points was designated learning disabled (L D). LD (N = 36) were randomly
assigned, to experimental and control groups (N = 18, each group). The
experimental group was exposed to treatment whereas the control group received
none. But they did take pre-test and all the post-tests. First round of
treatment was given for 15 days followed by post-test (O1 ). Quite a few did
not reach the criterion. Hence a second course of treatment was given followed
by post-test (O2). A third post-test (O3) was done after a blank period of next
15 days, to test persistence of gain scores. 2 × 4 repeated measures ANOVA and
paired t test revealed that CBM based strategy training did not prove effective
in remediating perceptual deficit of auditory and visual discrimination among
LD sample. But the time input in treating figure-ground deficit was observed to
be partially beneficial.
Ryan (2011)
investigated the barriers facing students with disabilities in nursing courses,
in particular in clinical placements. Results showed that a lack of
understanding of legislative and institutional requirements underlies negative
attitudes about students with disabilities, especially in practicum-based
courses.
Noona Kiuru et al. (
2011) conducted a study on students with
reading and spelling disabilities, peer groups and educational attainment in secondary
education, to investigate whether the members of adolescents’ peer groups are
similar in reading and spelling disabilities and whether this similarity
contributes to subsequent school achievement and educational attainment.
Kunhiraman (2011)
conducted a study to identify learning disabilities of primary school children
in Kerala with special reference to reading and writing. Normative survey
method was adopted for collecting data for the study. The sample constituted
630 primary school children of Kerala (from classes– 4, 5 and 6) selected on
the basis of ‘stratified random sampling’. The tool include(1)learning
disabilities test battery-sub test on reading and writing(2)raven’s coloured
progressive matrices test. The data collected were analysed using appropriate
statistical measures. It is revealed that 10% of the samples were with reading
and writing disabilities.
Bane et al. (2012)
explored the perspectives of people with learning disabilities on relationships
and supports in the Republic of Ireland. A national research network consisting
of 21 researchers with learning disabilities, 12supporters and 7 university
researchers conducted the study. Findings suggested that people with learning
disabilities have a diversity of experiences and views on relationships and
support needed to keep them. People with learning disabilities taking part in
the focus groups identified that they need more support from friends, family,
and services staff to develop new relationships and keep their existing ones.
