Impact of Integrated Setting on Attainment of Conservation Concepts in Hearing Impaired Children

Abstract

The objectives of the study were to investigate (i) the impact of integrated setting on attainment of conservation concepts in hearing impaired children and (ii) the attainment of conservation concepts in mild, moderately severe and profound hearing impaired children studying in special schools and integrated settings. A sample of 210 hearing impaired children (ranging from age 6 to 12) years 35 each from mild category, moderately severe category and profound category studying in integrated settings and 35 each from mild category, moderately severe category and profound category studying in special schools was selected randomly. The nonverbal conservation concept development test consisting of three subtests one each on conservation of mass, weight and volume was used to collect data. The ‘Z’ statistics revealed that (i) there was no impact of integrated setting on attainment of conservation concepts in hearing impaired children; (ii) the mild hearing impaired children studying in integrated settings and special schools attained conservation of mass, weight and volume at the same rate; (iii) the moderately severe hearing impaired children studying in integrated settings and special schools attained conservation of mass, weight and volume at the same rate; (iv) the profound hearing impaired children studying in integrated settings and special schools attained conservation of mass, weight and volume at the same rate. There is no impact of integrated settings on attainment of conservation concepts in hearing impaired children