$"

&'
 $ $"$%"

&'


"$

$"$%"
"&#
$
"#""

""
#
"

!%$#
#


'$
%""$
'

#
# 
"

32
 Chapter − 2
REVIEW OF THE RELATED LITERATURE

2.1 Introduction

The planning and execution of any research study should always be

preceded by review of the literature in the related field as it helps the researcher to
get a better insight in to work done. One of the most necessary part of the research
project is reviewing the literature. This implies synthesizing and going in to the
work for research that has already been in the field over a period of time. This
helps an investigator in many ways like knowing quantum of work in the field
already done, knowing how to deal with his own problem, besides it gives an
understanding of the problem related to the field.

According to C.V Good “The survey of related literature may provide the
guiding hypothesis, suggestive methods of investigation and comparative data for
interpretative purposes. Sometimes subjective critiques of a problem area provide
important insight and hypothesis that may have a place in the summary of related
literature”.

2.2 Purpose of related review

The purpose of literature review is to help the researcher with current

knowledge in the field or area in which he is going to conduct his research, it
services the following specific purpose.

It enables the researcher to define the limits of his fields. It helps the
researcher to be specific and define his problem. The knowledge of related
literature up to date on the work which others have done and thus to take
the objectives clearly.

By reviewing the related literature the researcher can avoid unfruitful and
useless problem area.

32

The review of related literature gives the researchers an understanding of
the research methodology which directs the way the study is to be
conducted.

It helps the researchers to know about the tools and instruments which will
prove to be useful and promising to conduct the studies.

It provides an insight with statistical methods through which validity of

results is to be established.

2.3 Sources of review of literature

In the present study the reviews has been taken from books, journals and
internet sources.

Thus, by going these sources the researcher gets the idea about the topic.
There are some good reasons for reviewing of the literature before starting the
research. These reasons include:

• To learn how others have defined and measured key concepts.

• To identity data sources that other researchers used.

• To develop alternative research projects.

• To discover how a research project is related to the work of others.

33
• To prevent repetition of research.

• Keeping in view the above reasons the researcher felt the need of
describing the review of related literature.

2.4 Studies conducted in India

Singh S.B (1980) studied on 'adjustment, self-concept, and anxiety of

secondary school students.' Main objectives of the study were to measure the
adjustment of locomotors disabled children and find out the differences
between locomotors and normal children. The studies pointed out that
disabled found to be tendered, more depressed, more submissive as
compared to non-disabled children. Researcher found that locomotors
disabled were more neurotic and the adjustment of locomotors disabled
were very poor.

Sethi and associates (1981) conducted the comparative study about the
self-concept, creativity and intelligence of normal and physically disabled
children. They found that the intelligence level of handicapped individuals
was same as that of normal but the creativity scores differed significantly
with normal demonstrating more creative powers. Handicapped individuals
had better self-concept but did not very much in their reaction to frustration
as compared with normal. No Significant relation was discovered between
intelligence and self-concepts or intelligence and creativity.

Agarwal and Dhar (1982) studied about the adjustment of handicapped

students. The main objective of the study was to assess the adjustment of
handicapped students in order to find out the effect of handicappedness on
their lives. Findings of the study were that those who became physically
disabled later in life had greater uncertainties and frustrations as compared
to those who were affected with their disability in their early days during
birth.

34

Dabral (1982) studied the self-concept of handicapped and normal
children. Objectives of the study were to compare the self-concept of
normal and orthopedically handicapped children. Main findings of the
study were that orthopedically disabled and normal differed significantly in
expressing their self-concept. Orthopedically handicapped showed better
self-concept and low frustration as compared to normal.

Ravindra and Karunanidhi (1983) studied the comparison study of

adjustment between the handicapped and normal children. The main
objectives of the study were to compare the adjustment of handicapped and
normal children. To find out the effect of handicappedness on their social
and cultural life. Main findings of the study were that locomotors disabled
and normal, when compared in respect of job functioning did not
significantly differ from each other.

Shanti Devi (1983) study was on adjustment of physically handicapped

children. The objectives of the study were to find out and compare the
adjustment of physically handicapped children and normal children. To find
out the extent of their adjustment in the areas of home school and general.
Main findings of the study were that no adjustment difference in the
behavior of the normal and physically handicapped children existed. Home
adjustment was good with both the physically disabled and normal
children.

Hall and co-workers (1988) studied the adjustment among orthopedically

handicapped and normal children.

Objectives of the study were to know the adjustment of physically

handicapped children in home and social areas than the normal children.
They found that physically disabled experienced more severe difficulties in
social situations than normal students.

35

Nayal, Shanti, Nayal Gopal, Singh and Pathani, Rajendra Singh (1989)
studied on self-concept and class adjustment of children in relation to their
sex, school, discipline, income group and academic achievements. Main
objectives of the study were to compare the self-concept of male and
female children, to determine whether there are significantly differ in self-
concept and class adjustment of first divisioners, second divisioners and
third divisioners and to find out the effect of socio-economic status upon
self-concept and class adjustment. Four hundred students were randomly
selected from high school from Lucknow city. A stratified random
sampling is used. Tools used self- concept scale by A.R. Bisht and R.S.
Pathani and class adjustment inventory by M.P. Uniyal. Result of the study
show that males and females did not differ significantly in their self-
concept, the higher income group children were superior in their self-
concept than the average and low income groups but parental income did
not affect the class adjustment of children.

Singh and Others (1990) studied on adjustment of normal and physically

disabled students. Main objectives of the study were to compare the
family adjustment of normal and physically disabled students. They
concluded that the family of a disabled child perceived greater financial
stress, frequent disturbances in their family routine and leisure, poor social
interaction and ill effect on their health, physical and mental as compared
to normal children’s families.

Mukhopadhyaya, Swapan (1991) studied about attitude towards school in

relation to interest pattern, self-concept and adjustment. Main objectives of
the study were to find out the relationship between attitude towards school
and variables like interest pattern, self-concept and adjustment. The tools
used were Chatterjee’s non-language preference, self-concept scale,
adjustment inventory, attitude towards school scale for class IX. Main

36
 findings of the study were significant relationship exists with interest
patterns, self-concept, adjustment and attitude towards school. The three
variables-interest, self-concept, adjustment combined together served as a
good predictor of attitude towards school.

Reddy, V, Shrikanth, Ramamurti, P.V Kesavulu (1991) studied on Self-

concept of the adolescent relation to caste, social, emotional and school
activities.

Main objectives of the study were to study the self-concept of

undergraduate students, to find out the sources of stress of orthopedically
handicapped students and hearing impaired children and to study the nature
of relationship between the self-concept, social, emotional and school
activities. Findings of the study were that such students reported more
stress in the area of self-concept and social, emotional and school activities
than in the area of health, motor and cognitive activities. Males experienced
greater stress in self-concepts, language, and personality, emotional and
financial activities than females.

Choudhary Aparajita (1997) studied on socio economic status and

development of self-concept in elementary school children.

The main objectives of the study were to assess the socio economic status
of elementary school children. To study the self-concept of popular and
peer rejected children and to ascertain level of social exposure of children
belonging to different socio economic status. Main findings of the study
revealed that boys were rejected by their peers in greater numbers than
their counterpart girls during late childhood. It was found that there existed
a marginal difference area of self-concept between the elementary school
boys and girls belonging to different socio economic status. Parents of
popular children were found providing more opportunity to their children

37
 to have outside visits at least once in a week, whereas such type of
exposure was found to be less frequent among the peer rejected children
about 50% of the popular children were found to spend at least 3 to 4 hours
per day with their peers whereas only 15% peer rejected children spent
relatively less time in peer group activities.

` Ahuja, A. (1999) studied on the effect of Comprehensive Intervention

Strategies (CIS) achievement, self-concept and social skill development of
learning disabled children. Objectives of the study were to examine the
linguistic competence, level of self-concept and social skill development of
learning disabled children. To study the effectiveness of comprehensive
intervention strategies on achievement, personal social variables of self-
concept and social adjustment of learning disabled children. The sample
was taken from different schools of Srinagar Garhwal. Experimental
method and non-verbal group test of intelligence, Interview schedule were
used to obtain the data. Findings of the study were that environmental
factors play a important role in the development of learning-disabled
children.

Soni R.B.L (2004) studied on intervention for education of children with

disabilities and SSA, NCERT DELHI. The objectives of the study were:
To provide special aids, facilities and appliances needs. Special trained
teachers with an aptitude for disabled children. Finding of the study were:.
All the states over the country there was lack of appliances for teaching
aids, reading, material for visually disabled, strategies be applied for
teaching learning.

Biswas, P. C. and Panda, A.(2004). studied on attitude barriers to

Inclusive Education. Objectives of the study were to explore and describe
the barriers to inclusion of children with disabilities in the regular school as
perceived by secondary students. Sample consisted of 200 students of

38
 secondary classes of rural and urban areas of Jaselwar district of Orissa.
Purposive sampling was used. A Likert type attitudinal scale was used.
Findings of the study were that secondary children possess negative
attitudes to the persons with disabilities and also to their schooling.

Singh, H.(2006) studied on effect of socio emotional climate of the school

on the adjustment of students .Objectives of the study were to compare the
school adjustment of boys and girls. Findings of the study were boys were
significantly better than girls in their health adjustment at different levels of
socio emotional climate of the school.

Raju and Rahamtulla (2007) studied on adjustment capacity of school

students. The objectives of the study were to study the class adjustment of
secondary school students. Findings of the study were that adjustment of
school children is dependent on the medium of instruction and the types of
management of school.

Jyoti Arora (2008) studied on Introversion, extroversion, anxiety, self-

concept and adjustment of locomotors disabled, deaf and dumb children
and normal children. Objectives of the study were to compare the
adjustment of physically handicapped (locomotors disabled, deaf and
dumb) and normal children, to compare the self-concept and anxiety of
locomotors disabled children and normal children, to compare the
introversion extroversion traits of locomotors disabled and normal children.
Sample has been taken from special and normal schools. Sample consisted
of 800 boys and girls of high schools of Delhi and Haryana. The tools used
were Introversion, extroversion Inventory by Aziz and Agnihotri, academic
anxiety scale by A.K.Singh and A.Sen. Gupta,Self-concept questionnaire
by R.K. saraswat, adjustment inventory by A.K.P Sinha. Findings of the
study were deaf and dumb children reported more stress in the area of self-
concept, social emotional, language, motor and cognitive activities.

39
 Anxiety of locomotor and normal children was found to be almost the
same. Locomotor disabled were more neurotic as compared to normal
children.

Velmurugan K. and Balkrishnan, V.A (2011) studied on "self-concept of

higher secondary students in relation to social adjustment." Objective of the

study was to study the relationship between the social adjustment and self-

concept of the higher secondary school students with respect to gender and

locality. Descriptive survey method of research was used. The sample

consisted of 471 class X students with 234 boys and 237 girls which were
drawn randomly from different schools of purulia district. Sample was

taken from eight secondary schools out of which four from urban and four
from rural area of Purulia district of West Bengal. Findings of the study

were social adjustment is dependent upon gender and locality. The co-

relation coefficient between social adjustment and self-concept was found

negligible.

Kaur, S. (2012) studied on the adjustment of high school students in

relation to their achievements, sex and locality. Objectives of the study

were to study the adjustment of children in relation to sex, intelligence and

their residence. Findings of the study were that girls have more adjustment
power than boys while locality does not influence adjustment power.

Basu, S (2012) studied on adjustment on secondary school students.

Objectives of the study were to study the adjustment of secondary school

students on the basis of gender. Findings of the study were that there exist

highly significant differences between the adjustments of secondary school

students when compared on the basis of the gender, type of family structure
and medium of instruction in school.

40

Roy, B. and Mitra, S. (2012) studied on the pattern of adjustment among
early and late adolescent school students. The objectives of the study were
to know the home, social adjustment of boys and girls. Findings of the
study were that early and late adolescent group differed significantly from
each other in the home, health and social areas of adjustment. Girls showed
better adjustment than boys.

Vandana Chauhan (2012) studied on adjustment of higher secondary

school students of Durg district. Objectives of the study were to measure
the total adjustment of higher secondary school students. To study the
emotional, social and educational adjustment of the secondary school
students. Normative survey method of research was used. For the present
study 51 boys and 60 girls were randomly selected from higher secondary
schools of Durg district of chhattisgarh state. The tool used was
Adjustment inventory for school students constructed by A.K.P Sinha and
R.P.singh. Findings of the study were female students were good and better
adjustment level as compared to male students

Sarah Basu (2012) studied on adjustment of secondary school students.

Objectives of the study were to compare the adjustment among male and
female secondary school students, to compare the adjustment of secondary
school students studying in English medium and Hindi medium schools.
Normative Survey method was used. A sample consisted of 120 class 1X
students studying in Barilley district, out of 120 (60 male and 60 female)
students, 60 were from English medium and 60 were from Hindi medium.
The adjustment inventory for school students AISS used as a tool. Findings
of the study were the adjustment of female secondary school students is
significantly better than that of male secondary school students. The
adjustment of English medium school students was significantly better than
Hindi medium school students.

41

Poulomee Datta and Santoshi Halder (2012) studied about insights into
self-concept of the adolescents who were visually impaired in India. The
main objectives of the study were to explore the nature of self-concept with
respect to the adolescents who were sighted and visually impaired. This
study also aimed to ascertain whether self-concept of the sighted
adolescents differ significantly with that of the visually impaired
adolescents with respect to the selected domains of self-concept. Findings
of the study were they found that a person with a positive self-concept does
not necessarily have more skills than a person with a poor self-concept. The
potential for a positive self-concept lies within each individual. Some
psychologists believe that adolescent’s self-concept is abstract, complex and
differentiated (In-holder and Piaget, 1948). It can be more critical to
develop a positive self-concept for adolescents with vision impairment.
They conclude that in every social encounter, the individuals with
disabilities, had thoughts and feelings more negative. It was also seen that
mental health too was affected by the poor physique.

Archana Kumari (2013) studied the self-concept and Academic

achievement of students at the higher secondary level. Findings were there
was found relationship between self-concept and academic achievement in
higher secondary and secondary students, society plays a dominant role in
shaping self-concept of a person. Self-concept is not an inborn quality, it
develops gradually as a result of social interaction.

Birbal Saha and Bhim Chandra Mondal (2014) studied on adjustment of

secondary school students with respect to gender and residence of
elementary school students. Objectives of the study were to compare the
differences in family adjustment, school adjustment and overall adjustment
with regard to gender and residence. Findings of the study more that there
exists significant differences between the secondary school students on the
basis of gender but no difference was found on locale.

42

Vipinder Nagra (2014) studied on social intelligence and adjustment of
secondary school students. Objectives of the study were to study the social
intelligence and adjustment among secondary school students. To compare
the social intelligence and adjustment of boys and girls on the basis of
types of schools. Study was conducted on secondary school students
belonging to Hoshiarpur city of Punjab was obtained random sample of
200 secondary school students. The reliability and validity coefficients
were significant at 0.05 and 0.01 levels respectively. Tools used were
social intelligence scale (SIS) by Dr. N.K. chadha and Ms. Usha Ganeshan
and adjustment inventory by A.K.P Sinha and R.P singh. Findings of the
study were Social intelligence and adjustment of senior secondary school
students was average.

2.5 Studies conducted in abroad

Parellade (1982) France, studied about the fear and shame of physical
deformity. Objectives of the study were to know the impact of disability on
social relations and personality of students. Findings of the study were that
handicapped people were having loss of self-confidence and it effects their
family environment and results in strained relations.

Harway, David,Greenway,Philip (1982) studied on parents attitude

towards their disabled children. Objectives of the study were to know the
parents attitude towards their physically disabled children. Main findings
of the study were that children were more positive in self-evaluation when
mothers were having positive attitude towards their children.

Miller and others (1990) studied the family and peers responses towards
handicapped individuals. Objectives of the study were to know the
acceptance of handicapped students by their family and normal peers in
regular classroom. Findings of the study were, they reported that even

43
 mildly handicapped children were neglected and rejected by their
classmates in mainstream and their family member’s attitude was
sympathetic to their children.

Brinter, Trope and Kole, M (1991) studied the impact of integration on

students with disabilities. Researcher found that the children with or
without disabilities will be more frequent, positive or equitable when they
are being educated in integrated settings which cannot be brought through
laws. But the studies mostly indicated that children were benefitted more in
an integrated set up than from a segregated set up.

Giangeno (1993) studied on impact of contact on disabled children in

regular class room by their normal peers. Researcher found that normal
peers who perceived themselves as having high self-confidence had higher
general mental ability than the disabled ones, who were perceived
themselves as lacking in self-confidence.

Field and et al (1995) studied on self-concept of high school children.

Objectives of the study was to compare the emotional adjustment of high
school children.

Main Findings of study was that children with higher self-confidence

reported greater attachment with mother and father.

Mary, Poice, Lynch ,Barbera J .Myers and et al (1996). International

conference on Aids. Objective of the study was to determine the
association of four measures of sexual self-concept with race, gender and
age among adolescents. A cross sectional survey of 104 adolescents aged
10 to 20 was conducted in Louisiana. In this study four indices were used
self- perceived, attractiveness, control in a sexual situation and self-
esteem. The indices were scored on a 0-100% and compared by gender,
age, race using Innovates. Findings of the Study were no racial difference

44
 among the children. Gender differences for sexual self-concept indicate a
need for increased awareness for gender based attitudinal factors.

Zieglar and et al (2000) In U.s. studied on condition for the self-

confidence of secondary school boys and girls. The objective of the study
was to compare the normal activities of boys and girls at high school
level. Main findings of the study showed that the self-confidence of boys
and girls was found to be equivalent.

Abisarma (2000) conducted a study to see the relationship between

emotional intelligence and academic success. The objectives of the study
were to compare the emotional adjustment and academic achievement of
boys and girls of public and private schools. The population of the study
was five hundred high school boys and girls from public and private
schools. Sampling was stratified. the sample was given the bar-on
emotional quotient inventory (eq-1).the sample consisted of 133 items that
took twenty minutes to complete grades were compared with the emotional
intelligence level of each student and a relationship between emotional
intelligence and academic achievement findings of the study was
relationship between emotional intelligence and academic achievement
was significantly positive in both boys and girls.

Dewey, Deborah, Kaplan, Bonnie J, Craw Ford, Susan G, Wilson,

Brenda N (2002) studied the adjustment of orthopedically handicapped
children. Main objectives of the study were to assess the adjustment of
orthopedically children. Comparing orthopedically handicapped with
normal children in the field of special education. Findings of the study were
that children with physical disabilities obtained poorer scores on measures
of attention and learning than normal children. Children with physical
disabilities were found relatively a socially problematic than the normal
children.

45

Sipjanpijl and Forsted (2010) studied on peer acceptance and self-concept
of students with disabilities in regular education. Objective of the study
was to Study the self-concept of normal and disabled students. Sample
consisted of 498 Primary and lower secondary boys and girls students of
12 schools of central Norway. Random sampling was used. Tool used were
Self–description Questionnaire 1(SDQ-1) by Marsh 1990. Researchers
found that students with disabilities are generally less accepted by their
normal peers and have a lower self-concept in comparison to normal
children.

Ishak and others (2010) studied on self-concept among 16th and 17thyear
old adolescents in Malaysian secondary schools. A total of 1168 students
participated in the survey. Principal Component Analysis (PCA) revealed
three factors academic self-concept, physical self-concept and social self-
concept. This study confirmed that students perceived certain internal
context factors and revealed that external context factors also have an
impact on their self-concept which in turn influenced positively towards
their academic performance.

Maureen et.al (2011) studied on school adjustment in relation to academic

achievement and gender. Objective of the study was to compare the school
adjustment of boys and girls. Findings of the study were that there was no
significant difference between girls and boys in school adjustment.

Punitha Vathi (2011) conducted a research to investigate self-concept and

academic achievement of students at the secondary level. Further a
significant difference in self-concept and academic achievement was
observed among students in different category of schools namely, state,
matriculation and central board schools. The target population for the
present study was students of different categories of schools following
different systems of education at the higher secondary level. A sample of

46
 321 students (106 states, 110 matriculation and 105 Central board were
chosen. The result of the analysis revealed a significant correlation between
self-concept and academic achievement.

Peerzada, N. (2013) studied on adjustment of higher secondary school

students. Objectives of the study were to compare the adjustment of
higher secondary boys and girls students in different area like home
adjustment, school adjustment and emotional adjustment. Findings of the
study was that girls have better adjustment than boys.

Danielly Findley (2013) studied on the problem of self-concept, clarity and

self-esteem in adolescence: associations with psychological behavioural
and academic adjustment. The objective of the study is to find out the
factorial validity of self-concept clarity, self-esteem and their unique
associations with psychological and academic adjustment existed in youth.
Cross sectional survey data were collected from students. In this study the
sample included 321 adolescents (age 11-15) from United States. The
student sample consisted of 56% girls and 44% boys. The Findings of the
study were to support the conceptual and statistical distinction between
valence (self-esteem) and self-concept in youth. This Study contributes to
the understanding of the adolescents self by demonstrating that valence and
structure of self-concepts are separate and uniquely associated with
adjustment. Further these findings provide meaningful, theoretical and
practical implications for the study of adolescent psychological and
academic adjustment.

Sharmilavaz, Reiniecordier, Marita Falkmer, Richard Parsons (2015)

studied on should Schools expect poor physical and mental health, Social
adjustment and participation outcomes in students with disability?
Objectives of the study to find out the students with disabilities have worse
physical and mental health, social adjustment and participation outcomes

47
 when compared to their peers without disabilities. Schools should not
necessarily expect poor academic, social, mental, health and participatory
outcomes. Cross sectional data from 395 students, parents and class
teachers from 75schools and 77 classrooms of western Australia were used.
Findings of the study were that students with a disability do not differ
enough from their typically developing counterparts on each independent
variable measured in this study.

2.6 Discussion

The investigator has reviewed several related studies conducted between

1980 to 2015. Some studies are somehow related to the present study but are not in
the same manner. The sample, method, tools and variables are somehow different
in these studies. In these studies some studies are based on self-concept,
adjustment, creativity, anxiety, socioeconomic status, personality and academic
achievement, some are based on disabled children, some are comparative studies
based on the problems of disabled and normal children and few studies are based
on Inclusive education. Researcher has presented approximately forty five
research reviews of abroad and India. Twenty one studies are related to problem of
adjustment of normal and disabled children. Singh S.B 1980,Sethi and
associates1981, Agarwal and dhar 1982,Dabral 1982,Ravindra and
Karunanidhi1983,Shanti Devi1983, Hall and coworkers 1988,Nayal Shanti,Nayal
Gopal,Singh and Pathani, Rejendra Singh 1989,Singh others1990,Mukhopadhyaya
Swapan 1991.Reddy,V Shrikanth Ramamurti P.V.Kesavulu 1991,Singh.H
2006,Raju and Rahamtulla 2007,Jyoti Arora 2008, Velmurugan, K and
Balkrishnan, V.A 2011, Kaur.S2012,Basu S.2012,Roy.B and
MitraS2012,Vandana Chauhan 2012,Sarah Basu2012,BirbalSaha and Bhim
Chander Mondal 2014,Deweh,Deborah,Kaplan,Bonnie J,Crawford, Susan
G,Wilson Brenda 2002,Maureen et.al 2011,Peerzada N.2013,Sharmila Vaz,
Reiniecordier, Marita Falkmer, Richard Parsons 2015 had done their research

48
work on physical and social problems, mental health, participation in activities,
integration and adjustment of normal and disabled children.

Sethi and associates 1981,Dabral 1982, Nayal Shanti,NayalGopal,Singh

and Pathani, Rejendra Singh 1989, Reddy.V. Shrikant, RamamurtiP.V.Kesavulu1
1991. ChoudharyAprajita1997, Ahuja A.1997, Jyoti Arora 2008, Sipjan and Pijl
and Forsted 2010, Ishak and others 2010, PunithaVathi 2011, Velmuruganand
Balkrishna, V.A2011, Poulomee Datta and Santoshi Haldar2012 Ishak and
others 2010, Punitha Vathi 2011, Danielly Findley 2013 had studied the self-
concept of children in their researches.

Some research studies are comparative studies. In these researches

investigator has compared the various problems of normal and disabled children.
Sethi and associates1981, Ravindra and karunanidhi1983, Hall and coworkers
1984, Nayal and others 1989, Singh and others1990, Mukhopadhyaya Swapan
1991, Field and et al.1995, Zieglar and et al 2000, Coover and murphy 2000,
Abisarma 2000. Soni RBL 2004, Jyoti arora 2008, Punitha vathi 2011, Poulomee
Datta and Danielly Findley 2013 have done their researches related to comparison
of problems of disabled and normal children.

Several studies have been conducted in the area of self-concept and adjustment of
children living in urban and rural areas. Many studies are conducted to show
relation between self-concept and adjustment. These studies have been done on the
basis of gender, types of schools and socio economic status. In related studies
various types of self-concepts tests have been used namely Self-concept scale by
A.R. Bisht and R.S.Pathani studied on the Self-concept and class adjustment of
children in relation to their sex, school discipline, income group and academic
achievement adjustment. Class adjust scale by M.P. Uniyal, was used in the above
study. Self- description questionnaire by 1(SDQ-) by Marsh was used in the study
on peer acceptance and self-concept of students with disabilities in regular
education. In some studies various tools and methods were used, for example

49
experimental method and non-verbal group test, Likert type attitudinal scale,
academic, anxiety scale by A.K. Singh and A. Sen .Gupta , Social intelligence test
(SIS) by DR. N.K.Chadda and Ms. Usha Ganeshan , Cross sectional Survey,
Anova test and Chatterjee’s Non- language preference tool, Stratified sampling,
Bar on Emotional Quotient Inventory (EQ-1).

2.7. Conclusion

The researcher after reviewing the literature related to self- concept and
adjustment, realized that a lot of work has been done on the self- concept and
adjustment but there are few studies which are concerned with the self- concept
and adjustment of normal and physically disabled students. Though some studies
are related to physically disabled students and normal students but the sample,
variables, tools, method of research are not the same as used in the present study.
In reviewed literature the focus of studies was types of schools, socio-economic
status, medium of instruction, teaching strategies, family environment, attitude of
person towards physically disabled students etc. On the basis of these studies the
researcher got the direction to choose the topic of research. So, the following topic
chosen for study:

“A comparative study of self-concept and adjustment of normal and

physically disabled students”.

50