“A STUDY OF SELF-ESTEEM AND ACHIEVEMENT MOTIVATION FOR SPECIAL NEED STUDENTS IN INCLUSIVE SCHOOLS “

INRODUCTION

The behavior of the learner in teaching learning situation besides being influenced by several psycho-social factors is also influenced by the structure and dynamics of his instructional group. Mutual positive feeling of group member, positive attitude, cooperation and sympathy enhance the cohesiveness and stability of the group and consequently a conducive learning climate is generated in the classroom, such a climate factors the growth of cognitive, affective and psychomotor aspects of the behavior of the member of the instructional group. The development of positive social relationships and network is particularly important because they influence the intellectual, communicative, interpersonal and emotional development of young elementary age children. This is all the more important and problematic goal for students with moderate and serves disabilities because this is the group of the children who have been most routinely segregated from contact with typical in general education classrooms. The ability of the young children with serve disabilities to learn and apply important skill in functional situation can best be achieved in normalized social context. At a deeper level achieving a sense of ‘belonging’ within a community is fundamental for each child’s psychological well being. Braithwite (1985) has conducted that a person and his self perception, Confidence and feelings of worth influence the way he and she interacts with the environment Gleidsman and Roth (1890) have provided evidence that it is important for the people with disabilities to developed a positive self perception that incorporates their disabilities.

The relatively recent shift in educational placement policy towards including children with moderate and severe disabilities in general education classroom further focuses attention on issues about the social relationships among children and the cultural context in which relationship developed. Few researchers have however focused on how inclusion into the educational main stream influence the developed positive self perception, effect the emotional competence and adjective motivation among students with disabilities. Special needs children have a positive self perception although lower than that their counterparts specially in social and academic dimensions .the present study emphasis on how school integration facilitates social integration of SEN students and consequently improved their self perception. It is left that development of self-esteem is highly related to adjective motivation and emotional competences. The more success one receives in his day to day task, the more integrated self perception an individual possesses. Similarly it is also agreed that the more integrated self perception one has the more successful he is found to be in his performance. The more the person achieves success he will have less frustration. Thus an enquiry into self perception, adjective motivation analysis, and emotional competence would bring into light sense important facts of human nature. The research evaluates the relationship between inclusion and the student’s self perception in comparison with their non-special needs classmates. given the importance of this issues, we also needs to examine how we might enhance the emotional competence and work for adjective motivation analysis by the inclusive schooling movement. Much

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achievement has been done regarding this issue in foreign countries but in India still a lot has to be done and hence is the significance of present research.

DEFINITIONS

Self Esteem: A feeling of satisfaction that someone has in himself or herself and his or her own

abilities. In psychology, the term self esteem is used to describe a person’s overall sense of self-worth or

personal value in other words, how much you appreciate and like yourself.

Achievement Motivation: Achievement motivation is affect in connection with evaluated

performance in which competition with a standard of excellence was paramount.( McClelland, Atkinson,

Clark, and Lowell, 1953,pp.76-77)

Achievement motivation is defined as behaviors dedicated to developing and demonstrating higher

abilities.

Motivation: Motivation is a term synonymous to general knowledge. In today's world that child or adult

is successful who is specialist of a field and have a wide general knowledge or motivation about other

fields. Any agency which increases motivation must be welcomed. Motivation comprises of two types of

subject matters:

1. Which are constant with reference to time as for example historical event etc.

2. The current affairs.

These two types of matters are spreader over different fields like Science, Art, Culture, History,

Geography, Advertising, Political Science, Economics, Sociology, Literature etc

Special Needs Child: Any of various difficulties ( such as a physical, emotional, behavioral, or

learning disability or impairment) that causes an individual to require additional or specialized services or

accommodations ( such as in education or recreation).

‘Special Educational Needs’Special education is one of the more recently developed areas in the field of education and psychology.

The scientific study of this aspect of education can be traced to the beginning of the last century. Whilst

children with exceptional needs have always existed, special education programs are a relatively recent

development. Considerable controversy exists about the history of this field, and its legal and moral

implications (Armstrong, 2003). Therefore, in this section the historical and cultural perspectives of

special education needs are discussed. In the eighteenth century, French and American academics

conducted investigations into the educational needs of individuals with certain types of disability, such as

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deafness. In the nineteenth century, this interest widened to include a focus on those children with mental

disabilities. Classically, the services provided to these children tended to focus on the provision of

protection, sheltering them from the outside community ''Institutionalization'' because of the difficulties

they faced in adapting to everyday life. The democratic ideals championed by the French and American

revolutions led to a call for the education of these exceptional children in special schools or institutions of

their own (Weijers, 2000).

STATEMENT OF PROBLEM:

“The Problem is stated as “A STUDY OF SELF-ESTEEM AND ACHIEVEMENT MOTIVATION FOR SPECIAL NEED STUDENTS IN INCLUSIVE SCHOOLS “

OBJECTIVES:

In this investigation an attempt will be made to achieve the fallowing objectives:

1. To Study students with special needs for their Self-esteem and Achievement Motivation. 2. To Study the Self-esteem and Achievement Motivation of special needs students.3. Evaluation of overall self-esteem in students with special needs in comparison with General

students.4. To Study the relationship between students with special needs and general students for their

Achievement of motivation.

Review of Related Literature

The review of literature available pertaining to different aspect at the present research work has studied under the following:

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Zorana et, al. (2009) said early adolescents recounted experiences when they felt especially good or especially bad about themselves in the past year. Consistent with prior research using adult participants, negative memories focused primarily on social themes, whereas positive memories also prominently included achievement themes. Girls described more social themes than did boys for both positive and negative memories. The content of self-esteem memories was related to teachers' formal assessments of adolescents' social and academic functioning: The presence of achievement themes in positive and negative memories was associated with more positive teacher ratings. Adams (2012) African American

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adolescent females possess higher self-esteem than any other racial or ethnic adolescent female group. This article tests two popular empirically supported explanations for Black high self-esteem: contingency of self-esteem theory and the locus of control model. This article builds on past research to illustrate the specific mechanisms of self-esteem for Black and White adolescent girls. To facilitate an investigation of these theories, self-esteem was explored as a by dimensional construct consisting of self-worth and self-deprecation. The sample consisted of 453 Black and 1,902 White adolescent females. Multivariate regression analyses produced the following outcomes: The contingency of self-esteem theory and the locus of control model were not supported. A significant race by social support interaction found that 39 even in low support situations Black adolescent females reported less self-deprecation than White females.

UNESCO,( 2009). UNESCO policy guideline for inclusive education also justifies three main reasons for IE. First, educational justification: IE demands to develop ways of teaching that respond to different needs and weaknesses of children so that all children can take advantage of 12 classroom process. Second, social justification: inclusive education is a goodwill idea to change attitudes toward diversity, and form the basis for a just and non-discriminatory society. Third, economic justification: it is cost-effective to establish and maintain schools that educate all children together than to set up a complex system of different types of schools specializing in different groups of children (UNESCO, 2009). With its challenges IE requires not only special educators but also entire school stuff to work together with a joint concern for the sake of full inclusion (Corbett, 2001). According to Thomas and Vaughan (2004) the target of IE is to value all children as equal for education so that they are able to take full part in social life of society in their later adult life.

Eisenberg,( 2010 ) Research suggests that effortful control among preschool- and elementary-age children is associated with better social relationships at school, higher academic engagement, and improved achievement

Guay et al. (2010) Reviewed the literature on differentiation of motivation, concluding that children aged 5–7 typically do not differentiate between subject areas, whereas children age 8–11 tend to have more accurate self-perceptions of their relative strengths and weaknesses across subject areas. In a study of the development of motivation in 425 students in first grade through third grade, Guay et al. found that differentiation between school subjects did increase with age, with intrinsic motivation especially likely to vary between subjects for older students. In addition, motivation was found to become increasingly differentiated within reading over time. In particular, students appear to distinguish multiple types of motivation within evading as they progress through school, including intrinsic, identified, and regulated motivation. In other words, although young children may not be able to distinguish between engaging in an activity because they enjoy it and performing a task because they have been told to do so, older students appear to make this distinction.

Kilanowski-Press, L. & Foote, C. & Rinaldo, V. (2010). argue that each classroom is a mini-community where the students get to interact on a more intimate level. In the classroom the students geta chance to form close friendships and learn to function with other people. The common interest of the community is ultimately education. However, as the students get to know one another, the community is a place to learn how to develop and assert self-esteem and behavior and social skills. Lastly, communion occurs as the

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children interact with one another. Community-oriented philosophy 14.sees the school and classroom as a community (Kilanowski-Press, Foote &Rinaldo, 2010; Wilson, Ellerbee, & Christian, 2011).

NCES, (2011). It is imperative to all students that they are placed in the classroomthat best promotes academic success, good self-esteem, desired behavior and social skills. This qualitative study uses previously published literature to explore inclusion classrooms and its common practices as it relates to students’ self-esteem, behavior, and social skills. Inclusion classrooms serve the general studentbody as well as Exceptional Student Education students. Three studies wereexamined and it was found that students involved in inclusion classrooms have apositive relationship on self-esteem, behavior, and social skills.

Adsul (2011) Revealed that there is no significant difference between high low achievers on self –concept namely –physical, social, emotional, moral and educational self concept. But it is found that there is significant difference in high and low achievers on intellectual self –concept Ahmad etal. (2012) found in their study that the normal secondary school students have high real self, level of aspiration and academic achievement as compared to physically challenged students were found to have high ideal self as compared to normal students.

Ahmed Aqueel (2011) In his M.Phil dissertation found that the two groups of students i.e physically challenged and normal secondary school students have been found to be significantly different on real self dimension of self concept inventory ,The mean difference favors the normal group of scodry school students which clearly indicated that normal group of secondary school students ,have a high real self concept as compared to physically challenged secondary school students .the finding of the study of Dincyurek, Sibeletal, sibeletal .(2011) emphasize the importance of computer use by orthopedically impaired individual who need special education in European union .Jena (2012) in his study found that school setting and educational level do not have significant effect on orthopedically handicapped adolescents perceived control, Self –Esteem and Academic performance .however ,integrated school students showed higher perceived control ,self-Esteem and academic performance that their counterparts in non integrated school setting .

Chetri , Sita (2014) Findings of the study was that non significant difference was observed in the self –concept of the students in gender, locate and management variation. The second finding was in respect of non –significant difference in achievement motivation with regard to gender and locates variation. Another finding of the study was the significances difference in the academic achievement of the students with regard to locate and management variation. The study related significant relationship between the two variables of self concept, achievement motivation and academic achievement.

much of a child's daily interaction is related to school. Once these academic self-concepts have been established, it can be difficult to alter them.

Rajkonwaretal (2014) In their study reported that the adjustment of visually handicapped boys and girls was found similar on overall adjustment .it also revealed that there existed no relationship between (a) Adjustment and level of educational aspiration; (b)Adjustment and self concept and (c) adjustment and academic achievement of visually handicapped children.

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Acharya and Joshi (2011) conducted a study on parental support exerts most direct influence upon the acquisition of achievement motivation. Thus the present investigation provides an important perspective of the relationship between achievement motivation and parental support. The present study was undertaken to investigate the relationship between achievement motivation and parental support, and to examine the gender differences in parental support. The sample for the present study consisted of 500 adolescents in the age group of 16 to 18 years from Varanasi city who were enrolled in class 11th and 12th Deo Mohan achievement motivation scale and family support scale were used to assess achievement motivation and parental support, respectively. The results indicate a positive correlation between achievement motivation and parental support. Girls are sensitive to parental support as compared to boys. Achievement 36 motivations is related to success in life, life satisfaction and quality of life.The study revealed that parental support for their children seems to have a strong influence on achievement motivation. The results of the study are generally positive and have an important implication for educators and parents. In particular, parents should support educational activities of their children to enhance their academic motivation. C

Ahmad etal (2012) found in their study that the normal secondary school students have high real self, level of aspiration and academic achievement as compared to physically challenged students. on the other hand ,physically challenged students were found to have high ideal self as compared to normal students .

Kirk et al, (2012) states that an individual education plan is a written document developed for a student with special educational needs; it describes the student’s current needs, performance and goals for the school year, the particular special educational services to be delivered, and the procedures by which outcomes are to be evaluated, and moreover, the IEP also assists teachers monitor the student's development and provides a framework to deliver information about student’s achievements to parents. For more accurate assessment of CSN all teacher assistants used to make use of individual education plan. However, they seemed to be 57 dissatisfied with the effectiveness of IEP since it was not used properly due to the lack of professional staff. Therefore they quitted using IEP, and instead they simply evaluate students with their own way of assessment.

Erkaya, (2012) Factors influencing EFL teacher motivation have been extensively explored in correlation with job satisfaction. Empirical studies have repeatedly validated the dominance of intrinsic teacher motivation over extrinsic motivation (e.g. Doyle & Kim, 1999; Erkaya, 2012;

Geethanjali (2013) did a study which was based on Girls Education: Incentives Schemes and their Implementation at the school level. The data collected from the government schools of Delhi. It looked into the implementation mechanism at schools. This study analysed the different schemes like Ladli, Kishori, SC/ST/Minorities, Single girl child scholarship scheme; their objectives and target groups. With the help of previous studies done in this area and documents related to schemes and the data collected from field, the findings of research stated that the introduction of incentive schemes was a very important aspect of girls education, especially condition cash transfer schemes such as Ladli scheme has great influence on girls enrolment in school. Through provision of financial incentives to poor families following the fulfillment of certain verifiable conditions, CCTs and other incentives seek to provide short-

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term income support and at the same time promote long - term behavioral change. The findings of the study pointed out the need to simplify the eligibility criteria and conditionality, and also the procedures of registration under each of these schemes. There is a lack of field level monitoring and orientations not done in a proper manner. The findings showed that the objectives of incentive schemes were not clearly explained for girls and many of them viewed it as fixed deposit for their marriage. Moreover, by limiting the benefit to two girls or by providing a larger incentive for the first girl, the scheme inadvertently ends up valuing girls differentially depending on their position in the birth order.

Singh (2014), Achievement motivation is considered as a prerequisite for academic success. This study was carried out with the objectives to investigate the gender related differences, residence 35 related differences and academic majors related differences on achievement motivation among scheduled caste higher secondary students. The study was carried on 565 scheduled caste students of various colleges from Allahabad District. The sample comprised of 210 Arts (37.2%), 41 Commerce (7.3%) and 314 Science (55.6 %) scheduled caste students of XI class wherein total of 336 male (59.5%) & 229 female (40.5%) and 286 urban (50.6%) & 279 rural (49.4%). To measure the Achievement Motivation, the Achievement Motivation Inventory was used. Test was used for deriving the results. Significant difference was found between the achievement motivation of science & arts and science & commerce stream students. Achievement Motivation of male & female and rural & urban students was found not significant. The differences indicate significant role of academic majors in achievement motivation of students and gender & residence of students does not play the significant role.

Chetri (2014) Undertaken to investigate the achievement motivation of adolescents and its relationship with academic achievement. The study was confined to 480 secondary school leavers studying in different schools of Sikkim by using stratified random sampling techniques from various government and non government managed schools within the age range of 16-17 years, from urban and rural areas. The finding of the study revealed non significant difference in achievement motivation with regard to gender and locale variation but significant differences in relation to management variation. Another finding of the study was the significant difference in the academic achievement of the students with regard to locale and management variation. The relationship between achievement motivation and academic achievement also yielded a significant relationship at 0.05 level and 0.01 level.

Han, Yin, & Wang,( 2015, 2016). In addition to Butler’s work, Nitsche, Dickhäuser, Fasching, and Dresel (2011) also provided a conceptual extension of Butler’s model by proposing a 36-item scale with three competence facets of Page 12 of 18 Han & Yin, Cogent Education (2016), 3: 1217819 http://dx.doi.org/10.1080/2331186X.2016.1217819 learning goal orientations (pedagogical knowledge, content knowledge, pedagogical content knowledge) and four types of addressee groups (principal/instructor, colleagues/fellow teacher trainees, students, self) of performance-approach and performance-avoidance goals. They expected their questionnaire to be applicable to both in-service teachers and teacher trainees, and applied the questionnaire to studies of the relationship between teachers’ goals and their work performance (Dresel, Fasching, Steuer, Nitsche, & Dickhäuser, 2013; Nitsche, Dickhäuser, Fasching, & Dresel, 2013).

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RESEARCH METHODOLOGY

INTRODUCTION This chapter offers detailed and explicit perspective on the research methodology of the study. This research is underpinned by qualitative research design which is considered to be suitable and relevant approach to address the phenomena of the research. Moreover, the thesis will also focus on validity, reliability and ethical issues along with weaknesses and strengths of the methodological aspects.

MATERIAL AND METHODS

Different variable and their measurement

The present study deals with the three variables, the name of variable and tests applied to measure them are given below:

S.NO NAME Measuring instrument1. Self-Esteem Self –Esteem questionnaires. by Prof. Santosh Dhar and Prof. Upinder

Dhar Self-Esteem Scale2. Achievement

MotivationAchievement Motivation questionnaires by Prof. Manmohan Singh

TOOLS FOR MEASURING VARIOUS VARIABLES

SELF-ESTEEM

Prof. Santosh dhar and Prof. Upinder dhar

The self esteem scale has been developed to provide a simple and objective measures self esteem of Secondary schools pupils. The main aim was to provide tools for use by the classroom teacher. There are 23 items divided into six areas- positivity, openness, competence, humility, self worth and learning orientation. The test may be administrated to a group or and an individual .it is suitable for use with both sexes. The student has to indicate the alternative he generally prefers.

VALIDITY

Many researchers have conducted survey research using this self esteem scale developed by Prof. Santosh dhar and Prof. Upinder dhar for research. The self esteem scale is used by them to assess their psychological factors Besides face validity, as all items of the scale are related to Self –Esteem, the scale has high content validity. The latter has integrated high validity on account of being 0.93.

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RELIABILITY

The reliability of the self esteem scale was established by test and split half method and the reliability coefficient was found to be 0.87.

SCORING PROCEDURE OF SELF ESTEEM

Self Esteem Scale SES-DSDU was developed by Dr. Santosh Dhar and Dr. Upinder Dhar (2015). A 23-item scale measures global self-worth by measuring both high and low feelings about the self. All items are answered using a 5-point Likert scale format ranging from strongly agree to strongly disagree with a view to measure several factors such as positivity, openness, competence, humility, self-worth and learning orientation. Each item which is checked as strongly disagree, disagree, not sure, agree or strongly agree is awarded the score 1,2,3,4 and 5 respectively. Higher the total score, higher the self-esteem. The scoring scale is 98 and above= High, 81-97= Normal and 80 and below= Low. 2. Psychological Well-Being Scale PWBS-SDCP was developed by Dr. Devendra.

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ACHIEVEMENT MOTIVATION

Prof. Manmohan Singh

The Achievement motivation Test has been developed to provide a simple and objective measures achievement motivation of Secondary schools pupils. The main aim was to provide tools for use by the classroom teacher.

There are 20 incomplete sentences, alternative each of which is followed by two possible alternative A and B out of which one is an achievement related items. Through both the alternative are achievement –oriented and socially acceptable, yet one of them imply a higher sense of achievement and excellence.

The student has to indicate the alternative he generally prefers.

The test may be administrated to a group or and an individual .it is suitable for use with both sexes.

RELIABILITY

The reliability of the test was determined by the test-retest method, after an interval of one month. The coefficient of reliability was found to be 0.79.

VALIDITY

The test has been validated in two ways:

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A. The items for the test were selected in items of the degree to which they differentiated between the upper and lower 27 present of the individual in a distribution of scores. Only those items which had a discriminating index of 0.25 and above were rained in the present from of the test.

B. The teachers of four secondary schools of Bhopal were explained the purpose of the test and the concept of achievement motivation and they are asked to identify students who had ‘very high’ and ‘very low’ achievement motive .the test was administered to these two extreme groups. The mean of the total weighted score was compared. The difference between the mean scores of the two groups was found to be significant at .01 levels, which means that there is agreement between the judgment of the teachers and the scores on the achievement motivation test.

SCORING PROCEDURE

The test may be scored as per the scoring key provided, each items of the test is followed by two Reponses of which one is high achievement –related (HAR) and the other is general achievement –related (GAR) responses The GAR responses get a score of one and HAR responses get a score.

METHOD AND PROCEDURE

All VI to VIII grader of different public schools of Higher Secondary Schools affiliated with different Board of the area of Moradabad Commissionaire in U.P and Bareilly commissionaire in U.P. are constituted the population of the present study.

SAMPLE AND SAMPLING PROCEDURE

600 students of class VI to VIII grade of Inter College have been selected for the study. Out of these 300 will be general students and 300 special needs students.

DATA COLLECTION

Process Data collection process will adopt theoretical sampling method which is based on concepts or themes derived from data. This method helps the researchers discover the concepts that are relevant to this problem and population and allows researchers to explore the concept in depth. During theoretical sampling researchers take one step at a time with data collection, followed by analysis, followed by more data collection again until a category reaches the point of “saturation”, the concept which is explained in terms of “when no new data are emerging” (Corbin and Strauss, 2008). 3.8.1 Challenges in data collection process the main challenge in data collection emerged while conducting observation. The reason was that students with special needs in primary school did not attend school every day.

DATE ANALYSIS

It is important to choose the right strategy for data analysis since it will let you treat the evidence properly and achieve correct analytic conclusions (Yin, 1994). With data analysis all data collected are interpreted

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so that they are easily understood. Each interview and observation data collected will be transcribed soon after the process. The transcription of interview will be done through listening to each and every word so that not a single one is missing as each word bears critical contribution to further analysis. Tones and intonations and even the emotions of the interviewees noted down during the interview will be given special attention as they define meaning and intention of words and sentences seriously.

PHASE III

Statistical Analysis: - Significant difference and analysis of variance among means will be tested by‘t’ test and ANOVA test in triplicate

1. Mean: the mean is the mathematical average of set of numbers. The average is calculated by adding up two or more score and dividing the total by the number of scores.

2. Median: The median is defined the measures of the central items when they are arranged in descending order of magnitude .it is the value of variety for which there are equal frequencies of greater and smaller values i.e. the total frequencies above this value is equal to the total frequencies below this value

3. Mode: The mode is the most frequent score in our data set.

4. Standard Deviation (SD): Standard deviation is the measure of the dispersion a set of data from its mean. Standard deviation is calculating square root of variance.

5. ‘t’ test and ANOVA : ‘t’ test will be used to test the significance of the difference between two sample means and analysis two variance (ANOVA) will be used to determine whether there are any significance difference between he means of three or more independent (unrelated) groups. It is the separation of variance ascribable to one group of causes from the variance ascribable to other group.

6. Co-Relation:-The coefficient of correlation is a mathematical ratio that tells us to what extent two things are related to what extent variations in one go with variation in the others. It has minus one plaids one as its limit.

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HYPOTHESES:

To achieve the aforesaid objective the following hypotheses are formulated:

· There is no significant difference between students with special needs and general students in their Self-esteem and Achievement of Motivation.

· There exist no significant difference between Boys students with special needs and general Boys students in their Self-esteem and Achievement of Motivation.

· There exist no significant difference between Girls students with special needs and general Girls students in their Self-esteem and Achievement of Motivation.

· There is no significant difference between boy’s students and girls students with special Needs in their self-esteem and Achievement Motivation.

REFERENCES:

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1. Ahmed Aqueel (2011) A Study of self-esteem ,level of Aspiration and academic Achievement of physically challenged and Normal students at secondary level in District Baramulla, Unpublished dissertation, University of Kashmir .

2. Acharya, N., & Joshi, (2011) Achievement Motivation and Parental Support to Adolescents, Journal of the Indian Academy of Applied Psychology,37(1), 132-139.

3. Adsul D.K, (2011) Self –Concept of high and low achieving adolescents ,Indian stream Research journal,14);52-59.

4. Ahmed Aqueel (2011) A Study of self concept ,level of Aspiration and academic Achievement of physically challenged and Normal students at secondary level in District Baramulla, Unpublished dissertation, University of Kashmir .

5. Chetri.S. (2014). Achievement motivation of adolescents and its relationship with academic achievement. International Journal of Humanities and social sciences invention 3, 6, PP.8-15.

6. Eisenberg, N. (2010). Self- regulation and school readiness. Early Education and Development, 21(5), 681–698.

7. Erkaya, O. R. (2012). Factors that motivate Turkish EFL teachers. International Journal of Research Studies in Language Learning, 2, 49–61.

8. Geetanjali, (2012-13) Researchers’ SPACE (Scholars’ Project for Abstracts Compilation in Education) CIE, Department of Education, University of Delhi 10 Girls Education: Incentives Schemes and their Implementation at the school level CIE Digitized Publication Release No. 2014-01.

9. Guay, F., Chanal, J., Ratelle, C. F., Marsh, H. W., Larose, S., & Boivin, M. (2010). Intrinsic, identified, and controlled types of motivation for school subjects in young elementary school children. British Journal of Educational Psychology, 80(4), 711–735.

10. Han, J., Yin, H., & Wang, W. (2015). Exploring the relationship between goal orientations for teaching of tertiary teachers and their teaching approaches in china. Asia Pacific Education Review, 16, 1–11.

11. Han, J., Yin, H., & Wang, W. (2016). The effect of tertiary teachers’ goal orientations for teaching on their commitment: the mediating role of teacher engagement. Educational Psychology, 36, 526–547. http://dx.doi.org/10.1080/01443410.2015.1044943 ..

12. Kirk, Samuel A. et. al. (2011). Educating Exceptional Children. (13th ed.) USA, Houghton Mifflin Company.

13. Kilanowski-Press, L. & Foote, C. & Rinaldo, V. (2010). Inclusion classrooms and teachers: A survey of current practices. International Journal of SpecialEducation, 25(25), 43-56. Retrieved from ERIC.

14. National Center for Education Statistics. (2011). Children 3 to 21 years old served under Individuals with Disabilities Education Act, Part B, by type of disability: Selected years, 1976-77 through 2007-08. Retrieved from http://nces.ed.gov/programs/digest/d09/tables/dt09_050.asp?referrer=list

15. Rajkonwaretal. (2014), A Study of Adjustment ,level of aspiration ,self –concept and academic achievement of visually handicapped School children of Assam,International journal o Development Research ,4(4);902-907.

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16. Singh, N. V (2014) Achievement Motivation of SC students vis-a-vis Gender, Residence and Different Academic Majors. International Educationa E- Journal 3(1).

17. UNESCO (2000), The Dakar Framework of Action. Paris: UNESCO UNESCO (2009). Policy Guidelines on Inclusion in Education. Paris: Author.

18. Zorana, I., Pillemer, D. B., & Brackett, M. A. (2009). Self Esteem memories and school success in early adolescence. John Wiley & Sons

AARTI GUPTASupervised By: Submitted By:

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JV’n Dr.. Manju Sharma JV’n Aarti Gupta

Enroll. No. URO/JPR/2017/849/1

Department of EducationFaculty of Education

Jyoti Vidyapeeth Women’s University, Jaipur (Rajasthan)November 2017

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