Figure 1. Frame Work of the Study
Schooling of the children with Non-Verbal Learning Disorders, particularly of those with Cerebral Palsy (CP), is a Catch -22 situation to parents and teachers. The phrase Catch 22 reflects the dilemma faced by the parents while choosing education for their children with CP. The CP children with normal intelligence are precisely able to have normal schooling. A child with CP can be a regular classroom student who can partake in all teaching learning tasks except that which needs active physical participation. However, presently, the education of such children is not satisfactorily carried out in the main stream or inclusion. This research paper reconnoitres to the educational contexts of such children and their parents' perspectives. The major objective of the study is to explore the discernments of parents on choosing educational opportunities for their children with CP or other NVLD; whether mainstream or special education. The design of the study is investigative survey. Data have been collected by employing informal interview and inventory. The constituted sample included 36 parents of the children with the specified learning disorders. Six parents were chosen for the conduct of interview. The study reached on certain relevant findings that are upsetting the wide appreciation given to administrative and academic plans and policy supports to the present inclusive system. The parents of C P children wish for a paradigm shift from the present system and practice of inclusion.
School education is the birth right of all children. India assures 'Free and Compulsory Education' to all up to the age of 14, and also introduces measures to take it to all sections of the societies. Keeping the spirit of 'Education for All', the Central and State Governments in India have been taking appropriate actions to provide school education to the Children with Special Needs (CwSN) and Children with Severe Learning Disorders (CwSLD) or, in other terms, differently abled children. It is factual that the governments in India introduced several programmes for the effective schooling of CwSN including Children with Non Verbal Learning Disorders (N-VLD).
In educational perspective, Cerebral Palsy (CP) is often identified as an N-VLD. Though the exact reasons for CP and the share of CP children in the overall young population are yet to be found out, it is observed that 8 to 12 out of every thousand births have CP either mild or severe. CP is not a rare issue in the present world and the number of children with such problems are increasing considerably ( Weigerink, 2007; Weigerink et al., 2010). If this is the fact, the governments cannot abstain from education of the children with Cerebral Palsy. Education to them is the need of the hour to assure the concept of 'Education for All'. But, the governmental measures of education for such children are not properly assimilated by parents. Education to them is denied on many occasions due to parents' negative attitude. On the contrary, the parents who educate their children are not satisfied with the present opportunities. They understand the inadequacy of the present inclusive system in providing education to children with special needs. The need to explore this situation became the back ground of the present research and it is intended to identify parents' perception and attitude on the inclusive education system for the children with CP or other NVLDs.
Cerebral Palsy is a stagnant physical and neurological disorder, a static encephalopathy, it is the name for a collection of movement disorders caused by brain damage that occurs before, during or shortly after birth ( Deon, 2001). C P is caused by damage to the motor control centre of the brain. When the nerve cells - neuronsin this region damage, the appropriate signal can no longer be sent to the muscles under their control. This is resulting in poor control or less effective control of the muscles and causes C P ( Deon, 2001). Children face a predictable set of developmental stages and milestones. C P children cannot do normal activities like walking or running or cognitive activities as normal children do ( Rao, 2009).
A person with C P may be affected by number of problems including seizure disorder, visual deficiency, hearing problems, problems of processing of the perception, attention deficit, inconsistency in using senses, lack of concentration, hyper activity disorder, learning disorder, impairment in speech and hearing and even mental retardation. It is obviously right that about one third of children with C P have moderate to severe mental retardation, one-third have very mild mental disturbances and another one third have normal to excellent intelligence (Nathan, 1991) The major part of children with C P are capable of leading all sorts of regular social life. They need training and education to attain personal and social development. Proper schooling is very significant for their personality development.
The term Catch-22 stands for the problems often resulting from rules, regulations or procedures that an individual is subject to but has no control over because to fight the rule is to accept it ( CAL, 2012) The term was coined by Joseph Heller, US writer, who used it in his 1961 novel Catch-22. Problems in the education of children with cerebral palsy/NVLD are considered by the parents as Catch-22 issues. The researcher selected the term to operationally explain the severe difficulties faced by the parents of CP children to avail education for their wards. Coining the formal world 'Catch 22' to the education sector may be perceived as a qualm attempt. But this phrase is apt to explain the issues.
School education for a child with CP depends on the severity, nature and location of the impairment, as well as the associated problems the child has. The child with CP needs continuous support and optimal care all along it’s school life ( Rao, 2009). Optimal care may involve interaction by physical therapist, occupational therapist, speech-language therapist, special education teacher, adaptive sports therapist, nutritionist and other related supporters. The educational institution must be able to provide all or some of these particles of optimal care ( Paleeri, 2010).
Once the education of children with CP becomes a necessity, it will raise a question that what type of education should it be? Child with CP has two academic choices: 'mainstream' (regular school system) or Special Education System. The parent can take the decision of main streaming their child depending on her or his growth and abilities.
According to Hurkman (1999) many children, either mildly or moderately cerebral palsied, enjoy success in a normal school education and curriculum and even in adaptive physical education programmes. Regular school education to the CP child, while it is a decision of the parent, is not to be a decision that is open to every child. A child who has 'age appropriate cognitive and communicative abilities' or a child who is intellectually normal or near to normal and who needs no special medical or parental care can be included in a regular school. Inclusion may fail to other types of children who need special care and regular attention. (Schleickorn,1993) Objectives of the present study is framed upon these points of expression.
Limited number of studies have been reviewed in connection with education of Children with Special Needs those who are doing education either in the mainstream or in special schools. Specific researches on the education of CP children are very rare.
Vasudeva (1979) carried out a study on the social adjustment of the special school children and found out that some of them showed difficulty of adjustment. However the general conclusion was that physical or muscular draw backs do not necessarily produce any personality changes but the community in which they live influence them for necessary adjustment changes. Allan (1999) reached at a finding that the special students in regular schools lost their learning interest. The gradual decrease in learning interest is noted in the assessment conducted in an interval of three months, while the learning interest of special children in special schools are comparatively static on the learning interest. Schleickorn (1993) concludes that regular school education to the CP child, while it is a decision of the parent, is not to be a decision that is open to every child. A child who has cognitive and communicative abilities that is age appropriate or at least near to normal child and who needs no special medical or parental care can be included in regular school. Inclusion may fail to others who need special care and regular attention. May et al. (2004) in their study examined the conceptual foundations of self-concept, self-esteem and the self as they relate to disabled students in the context of special and general education. The study concludes that disabled school children experience severe discriminations in society and within the school system, especially if the school is the mainstream type. Singal (2006) conducted a study on Inclusive Education in India: International concept, national interpretation. This study examined education of children belonging to the marginalized groups, with particular reference to children with disabilities, within the Indian context. It explored the Indian Government's focus on the development of special schools, its efforts towards integration, and the more recent emphasis on inclusive education.
Furthermore, the study attempted to elucidate 'inclusive education' as understood in various official documents. The study concluded by arguing for a need to develop a contextual understanding of inclusive education that is reflective of current educational concerns in India. Paleeri (2011) conducted a study on the educational needs of children with Nonverbal Learning Disorders. Child with NV-LD needs 'Least Restrictive Environment' and individualized instructional plan to make the teachinglearning process effective. Education to them can be provided in inclusive approach. Proper attempts and approaches will help the children with NVLD to attain correct education and they can undoubtedly reach the levels of normal children in learning (Jay, 1993).
The analyses of the study propelled up on the following major and subsequent research questions:
Major Objectives of the Present Study are:
Design of the study is exploratory survey. Children with CP or other NVLD were identified from special schools and regular schools. After getting the details from schools regarding the parents of the identified children, they were approached. The details of the selection of respondents are given under.
Parents of children with major or mild CP/other NVLD were the population. Sample for the study was constituted with 36 parents and they were selected randomly. The random sampling was applied to choose the respondents from a list of parents that congregated from schools where their children are studying. Data was collected from parents through direct meeting. The 'School Education Problems of CP/NVLD Children – Inventory' and Informal Interview with parents were the tools used for data collection. As it is mentioned above, the members of the sample group were identified after gathering information from special schools and inclusive schools. Samples were selected from Palakkad district of Kerala state, India. The interview for availed data was conducted with six parents.
The main tool used for the present study was 'School Education Problems of CP/NVLD Children – Inventory' for parents (in Malayalam). The inventory is developed by the researcher through the process of standardization. The validity of the device is established. The developed items in the tool have been distributed to experts to suggest reframing or reconstructing. Their suggestions were incorporated into the tool to assure face validity. The item analysis and the item total correlation were employed to finalize the items in the tool. The reliability of the tool is established by employing the Cronbach's alpha. The obtained alpha coefficient for the items in the tool is .839, suggesting that the items have relatively high internal consistency.
Another technique used for data collection was informal interview.
A framework is developed to pursue the study. Figure 1 represents the framework adopted to conduct the study. It is relevant to affirm that the study is conducted in the year 2016-17. The facilities provided by the government after the period of study may have affected parents' attitude. However, not many differences of policies or supports were introduced to the scenario by government/ education department in the state after 2016-17.
Figure 1. Frame Work of the Study
The study aimed to explore parental perception of educational opportunities of children with CP/NVLD. The data received were analyzed and reached on the findings given under.
The study is aimed to find the problems confronted by parents on the education of their children with CP/NVLD. The data from the interview with parents were analyzed and the core of the discussions is given in extract 1.
Extract 1: Teachers of all types of schools care the child; but the teaching system in regular schools is designed for normal students, no specific attention by the teachers for viable learning of the special child. The regular school system is designed for normal children. The facilities like 'the ramps to enter classrooms' and 'assistance of one special teacher' for entire school are not sufficient to satisfy the needs of children. The child may become 'victim' of mocking. No separate attempt to make the regular children aware of the special needs and support to special child. So the special child may be marginalized. A major problem is connection with availing of government support. Running in the government directions to get certain financial supports or aids is a difficult task. Even there is absence of humanitarian considerations from government offices. To act according to the government suggestions time to time is a horrible task. Government should make long-lasting rules that support CP/NVLD children's education and must save parents from the panic experiences. Parents believe that the regular school system have many drawbacks to support the CP/NVLD child's education. Parents said 'we are sending our children to such system because there is no other option and not because the schools are highly supportive'. 'There is no illtreatment from teachers or school authorities, but there is no specific attention to the NVLD children'. 'Development of social skills and personal skills by the mainstreaming is observable; learning skills are stagnated. Special schools are beneficial for learning skill development'; this was the opinion of all the six parents.
The analysis of data that are gathered from the interview revealed the following findings:
The identified problems are:
It is found out that the parents of children with CP are not satisfied with the present inclusive system for the education of their children. Details are given in Table 1.
Table 1. Parents' Satisfaction over Inclusive Education
As per Table 1, it is evident that 58.33 % of parents are not satisfied with the inclusive education system available for CP children. 30.56 % of parents are with no opinion regarding the satisfaction on inclusive system. The satisfied group is only 11.11 %. The notion 'Not satisfied' doesn't mean rejection. Most of the parents do not question the relevance of inclusive system, but they are not satisfied on the present service provided by inclusive approach. The dissatisfaction is not on the system, but on the benefits available from the system. This result has perfect congruence with the result gained from qualitative analysis.
The perceptions of parents were collected on the inclusive education as well as the special education. In this case, parents were requested to mark their opinion on a statement 'while comparing with the special school system, inclusive school system is' 'Good' or 'Same as special system' or 'Bad'. The result is furnished in Table 2.
Table 2. Parents' Comparative Perception on Inclusive School System
From Table 2 it is clear that most of the parents are favourable to the inclusive system of school education for their children with CP/NVLD. The analysis clearly revealed that 77.78 % of parents perceived that Inclusive School System is 'Good' than the special school system. 5.56 % perceived that there are no differences between the two systems to educate the children. They may believe both systems are same in effect. 16.67 % of parents perceived the inclusive system is 'Bad' in its effect in the education of children with CP.
If the respondents choose 'Good' as their response to the item that test comparative perception of inclusive and special school systems, they were given further option to mark their range of satisfaction as either 'highly satisfied' or 'partially satisfied' or 'not satisfied'. The result from the 'item wise percentage analysis' of this item is same as it received in the former one. The result is given in Table 3.
Table 3. Extent of Satisfaction on Inclusive System
Table 2 explicates that 77.78 % of parents consider inclusive system is 'good' rather than the special system. But as per Table 3 it is clear that 78.57% of this group are not satisfied with the present inclusive system. This result is factual signal of parents' perception on the lack of potential of present inclusive education system as an alternative to special education. Parents believe that Inclusive Education is comparatively good, but the present opportunity is not satisfactorily worthy. 10.71 % of parents are highly satisfied with inclusive system, whereas the other 10.71% are having only partial satisfaction.
Among the total sample, 58.33% of parents expressed their perception that they are dissatisfied with the present system of inclusive schooling (Table 1). But between the inclusive and special system, most of the parents (77.78%) prefer inclusion as a good system. Comparatively, 78.57% of the parents who considered inclusive system is 'Good' rather than the special system have perceived the inclusive system as not much satisfactory in approach. This must be considered by the educational planners, because the parents who consider inclusion as better might have direct experience with the schools. The results given in Table 2 and Table 3 could be easily understood from Figure 2.
Figure 2. Perception of Parents on Benefits of Inclusive Schooling
There are two major approaches for the education of special children; (a) inclusion method and (b) special system. The inclusive schools incorporate some sort of special facilities to carry out the education of the children with special needs. But the special schools do not have general classroom facilities. Attempt was made to understand what type of system is most preferable to the parents for providing education to the children with C P. The result is given in Table 4.
Table 4. Parents' Preference on CP Children's Schooling
It is crystal clear from Table 4 that most of the parents prefer special school system with more inclusive opportunities as the best system for their wards' education. 69.5 % of parents prefer special system with more mainstream opportunities as the suitable system for CP children's education. Presently, there is no opportunity for inclusion in special system; instead inclusion is defined as accommodation of special children to the regular school. Parents expect a paradigm shift in this method.
In prima facia this result may seem as contradictory to the result that 'most of the parents perceived inclusion is 'Good' rather than special system'. But actually the result has no contradiction; this is just a different view. Parents prefer mainstreaming, but opportunities for the same through special schools are welcomed by them. The reason for parents' preference on special system with more inclusion facilities may be psychological. In inclusive schools, the special children are always being marginalised and treated by others as 'unmatched groups'. If it is special schools, special children will be the most considered group and the school will be renowned by their name. This priority concept may be the reason for preferring special schools with mainstreaming facilities as the best option by parents of children with CP/NVLD.
Present study was conducted among parents of children with CP/NVLD only. In search of sample, it is recognized that most of the parents are unaware about the differences between cerebral palsy, autism, spastic quadriplegia and other types of Learning Disorders. The number of samples is limited due to the selection difficulty.
The difficulties of children with CP/NVLD are not homogenous in character. Same is the case of difficulties the children and parents face in schools in carrying out education. The difficulty faced by the researcher to explain certain problems from the variety of issues, have been informed by parents.
The study proved that parents are not satisfied with the available educational opportunities for their children with CP or other NVLDs. The results of the study envisages immediate attention by government, educational planners, administrators and teachers on these issues. Government’s attempts for proper implementation of inclusive education system may degrade if the system fails to function properly. Proper rejuvenation of special system with inclusion opportunity is a significant suggestion to be thought of. Government must take steps to develop parents' awareness on the problems like CP, Autism and Learning Disorders. Parents must be motivated on educational opportunities of children with special needs.
Parents' satisfaction is a major criterion to determine the quality of education systems. Teachers must take possible attempts in this regard. Classroom teachers who handle children with CP/NVLD can modify the classroom environment suitable to accommodate the students' movements and attempts. They should become familiar with the CP/NVLD student's primary and preferred methods of communication and take deviated attempts to introduce individualized instruction plan for each of the CP/NVLD child.
The education system that focused on the attempts to overwhelm the difficulties of children with CP/NVLD will help the society to reach on the concept of equality of educational opportunity. As the children with CP have ability to be educated, the state's education system must provide opportunities with all special supports to them. In this case the pioneering piece of legislation of USA known as 'IDEA', 1975 (Individuals with Disabilities Education Act) and India's PWD Act, 1995 (Persons with Disabilities - Equal Opportunities, Protection of Rights and Full Participation - Act) are the model steps.