Research Proposal

Topic

A COMPARATIVE STUDY OF MULTIPLE INTELLIGENCE AMONG DEAF AND DUMB AND NORMAL CHILDREN

  

Submitted by

J.P.Japalal Singh

                                                                                    

                     

INTRODUCTION

                                                                         Reflecting on the achievements of the humanity from the primitive time to this modern age, we come across people who stand out with their ability to respond to the environment in such a way that they contribute to the human development of humankind. We call them as intelligent people. Ancient psychologists thought of intelligence as a single fund of competence. But Thurston and Guildford presented Intelligence as including a group of factors. Gardner’s Multiple Intelligence theory also holds the view that Intelligence consists of a number of factors. According to Gardner, the prerequisites for human intellectual competency must entail a set of skills of problem solving, which enables the individual to resolve genuine problems or difficulties that he encounters and when appropriate, to create an effective product and must also entail the potential for finding or creating a theory laying the groundwork for the acquisition of the new knowledge. The prerequisites are a way of ensuring that human intelligence is genuinely useful and important, at least in a certain cultural setting. The prerequisites for a theory of Multiple Intelligence as a hole is that it captures a reasonably complete gamut of the kinds of abilities valued by human cultures. For Gardner, Intelligence refers to the human ability to solve problem or to make something valued in one or more cultures. As long as there is an ability to solve a problem or create product in a particular way then it could be considered as intelligence. Gardner describes nine types of intelligence and he calls it Multiple Intelligence. The knowledge of all the nine types of intelligences is essential for the true assessment of one’s intellectual functioning. The broad spectrum of students would be better served if disciplines could be presented in a number of ways and learning could be assessed through a variety of means.

NEED AND IMPORTANCE OF THE STYDY

The theory of the Multiple Intelligence proposes a major transformation in the way our schools are running. It suggests that teachers be trained to present their lessons in a wide variety of ways. This theory grabbed the attention of many educators around the country, and hundreds of schools still teach in the old same dull way. The challenge is to give this information to many teachers, school administrators and others who work with children.

Most students with hearing impairments use a variety of communication methods. The most frequently used method is a combination of speech reading (lip-reading) and residual hearing, which is often amplified by hearing aids. Many students with hearing impairments can and do speak. Most deaf students have normal speech organs and have learned to use them through speech therapy. Some deaf students cannot monitor or automatically control the tone and volume of their speech, so their speech may be initially difficult to understand. Understanding improves as one becomes more familiar with the deaf student’s speech pattern.

                                                A child may be born with some impairment. Rahma and Ansari (1886) defined as the deaf were known as the “deaf and dumb” or “deaf-mutes”, because it was not known in those days that the deaf could be taught to speak and hence their silence was dubbed “dumbness”. The hearing impairment may occur after birth due to infection, disease and obstructions or damage due to accident. Due to hearing impairment, the child becomes unable to hear, speak and acquire language. Thus a child may become dumb largely.

                                                Somehow the “handicap” is only partial. Otherwise the individual may be normal. It is observed that disability usually affects one organ-sense, region or system. But the rest remains unimpaired or even better than the average. If a teacher having difficulty in reaching a student in the traditional ways of instruction, he can connect it with :

 Words                                   (linguistic intelligence)

 Numbers or Logic                 (logical - mathematic intelligence )

 Pictures                                (spatial intelligence )

 Music                                    (musical intelligence )

Physical experience              (bodily-kinesthetic intelligence )

Social experience                  (interpersonal intelligence )

Self reflection                        (intrapersonal intelligence)

Experience in natural world   (naturalistic intelligence)

Existence                               (Existential intelligence)

                                                It is not necessary to teach or learn something in all eight ways. This study helps to recognize that children will usually excel at only one or two of them. Educators can reach all of their students only by adapting their teaching program to meet all the type of intelligence the audience possesses.                                    An awareness of Multiple Intelligence theory simulates teachers to find more ways of helping all students in their classes. It helps a teacher to construct curriculum, maintain instruction, conduct assessment and design lesson.

STATEMENT OF THE PROBLEM

                        The title selected is as “A COMPARATIVE STUDY OF MULTIPLE INTELLIGENCE AMONG DEAF AND DUMB AND NORMAL CHILDREN”

DEFINITION OF KEY TERMS

Multiple Intelligence :

                                    According to Gardner, “Intelligence refers to the human ability to solve problem or to make something valued in one or more cultures”.

Multiple intelligences are nine different ways to demonstrate intellectual ability. Gardner describes nine types of intelligence and he calls it Multiple Intelligence.

Deaf :

            People who have severe or mild hearing impairment.

Dumb :

Due to hearing impairment or other reasons the child becomes unable to hear, speak and acquire language. Such a child may become dumb.

Normal children :

            One who attends an educational institution with normal functioning of organs.

OBJECTIVES OF THE STUDY

i.    To find the level of Multiple Intelligence among Deaf and Dumb.

ii.    To find the level of Multiple Intelligence among Normal children

iii.      To compare whether their any difference between deaf and dumb and normal      children in Multiple Intelligence with respect to the variables sex, locality, religion and socio economic status.

HYPOTHESES

i.        The level of Multiple intelligence among deaf and dumb and normal  children is average

ii.        There exists significant difference between deaf and dumb and normal children in their Multiple Intelligence with respect to the variables sex, locality, religion and socio economic status.

METHODOLOGY FOR THE STUDY

a.            Method to be used :                                                                                                                                              For the present study normative survey method is to be used.

b.            Sample :

The sample for the study will be 200 deaf and dumb and 200 normal children in various high schools in Thiruvananthapuram district in Kerala.

c.            Tools to be used :

Tools for the collection of data will be :

             (i)        Personal data Sheet

(ii)       Multiple Intelligence  Test (to be validated)

d.            Statistical techniques to be used :

 For the present study statistical techniques to be used are :

                                              i.            Percentage

                                            ii.            Arithmetic Mean

                                           iii.            Standard Deviation

                                           iv.            Test of significance (t-test)

                                            v.            ANOVA

  

TIME SCHEDULE

For the systematic completion of the project the duration is limited from January to October 2008

                      i.        Selection of the problem       : January

                    ii.                                                                                Review of related literature   : To be continued till the completion of the     research

                   iii.        Tools preparation                  : May-June

                   iv.        Data collection and Analysis : July and August

                    v.        Report writing                        : September

                   vi.        Submission of the report       : October

References :

v  Fundamentals Of Special Education

                                                               - Dr. R.A. Sarma

v  Child Welfare Manual

                                                                - D. Paul Chowdhry

v  edutrack 2004 May

v  www.infed.org/thinkers/gardner.htm

v  www.Idpride.net/learningstyles.MI.htm

v  www.thirteen.org/edonlive/concept2class/mi/index.html

PERSONAL DATA SHEET

Instructions :

Kindly write or put a tick mark (    ) wherever necessary.

Name of the Student                               :

Age                                                          :

Sex                                                          : Male / Female

Class                                                       :

Name of the School                                 :

Locality                                                    : Urban / Rural

Nature of the School                               : Govt / Aided / Unaided

Religion                                                   : Hindu / Christian / Muslim

Community                                              : SC / ST / OBC / General

Educational Qualification

a)    Father                     :

b)    Mother                    :

Occupation

a)    Father                     :

b)    Mother                    :

Total Family Income                               :

MULTIPLE INTELLIGENCE TEST

                             Instructions :

                        90 descriptions are given below. Read each description carefully. Make your response by using the tick mark (   ) in the box provided at the right of each description.

                                             1.    LINGUISTIC INTELLIGENCE

                                                                                                         Yes   Undecided   No

1.    I enjoy word games

2.    I can hear word before I read , speak or write                                                                                 

     them down                                                                                   

3.    I enjoy entertaining myself or others with tongue twisters                                            or nonsense rhymes                                                                   

4.    Other people sometimes have to ask me to explain the                        meaning of words that I write or speak                                       

5.    My conversations include frequent reference to things                                      that I have heard or read                                                            

6.    I faithfully contact friends through letters and or e-mail

7.    It is easy for me to explain my ideas to others                           

8.    Word puzzles like cross words and jumbles are fun                   

9.    I write for pleasure                                                                       

10. I enjoy reading all kinds of materials                                          

                  2.  LOGICAL MATHEMATICAL INTELLIGENCE

                                                                                                               Yes  Undecided   No

1.    I can easily compute numbers through mind

2.    I enjoy playing games or solving brain teasers that require                              logical thinking

3.    My mind searches for patterns and regularities of logical                         sequences of things

4.    I believe that almost everything has a rational explanation

5.    I have always enjoyed categorizing or classifying objects                             into similar groups

6.    I want to understand “how things work”

7.    I feel more comfortable when something has been                             measured , analyzed or quantified in some way

8.    Step- by- step directions are a big help

9.    I get easily frustrated with disorganized people

10. I can’t begin an assignment until all my questions                                             are answered

3.  SPATIAL  ITELLIGENCE

Yes  Undecided  No

 

1.            I often see clear images when I close my eyes

2.            I am able to understand maps and charts more easily                                             than text

3.            I have vivid dreams at night

4.            I am generally find my way around unfamiliar territory

5.            I sometimes think in abstract, worldless, imageless concepts

6.            Geometry is easier for me than Algebra

7.            I prefer looking at reading material that is heavily illustrated

8.            I can imagine ideas in my mind

9.            Three dimensional puzzles bring me much enjoyment

10.         I can recall things in mental pictures

4. MUSICAL INTELLEGENCE

                                                                                                            Yes  Undesided  No

1.            I can play a musical instrument

2.            My life will be boring if there were no music in it

3.            I unconsciously hum to myself

4.            I know the tunes to many different musical pieces

5.            I easily pickup on patterns

6.            I focus on noise and sounds

7.            I remember things by putting them in a rhythmic way

8.            I enjoy many kinds of music

9.            Remembering song lyrics is easy for me

10.         I can dance by imitation

5.  BODILY-KINESTHETIC INTELLIGENCE

                    Yes  Undecided  No

1.            I find it difficulty to sit still for a long period

2.            I clearly mimic other people’s gestures and mannerisms

3.            My best ideas come to me when I am out for a long walk                                           or a jog or when I am engaged in some other kind                                             of physical activity

4.            I frequently use hand gestures or other forms of body

     language while    conversing with someone

5.            I am well coordinated

6.            I enjoy making things with my hands

7.            I fit body is important for a fit mind

8.            Expressions through dance is beautiful

9.            I like working with tools

10.         I live an active life style

6.  INTERPERSONAL INTELLIGENCE

                                                                                                             Yes  Undecided  No

1.            I used to give advice to my friends

2.            I prefer group sports like football or volleyball                                                 to solo sports such as swimming

3.            I have at least three close friends

4.            I consider myself a leader

5.            I feel comfortable in the midst of a crowd

6.            I like to get involved in social activities connected with                                   my school or community

7.            When others recognize me I feel proud of myself

8.            I am a “team player”

9.            I dislike working alone

10.         Clubs and extracurricular activities are fun       

7.  INTRAPERSONAL INTELLIGENCE

                                                                                                             Yes  Undecided  No

1.            I like to attend personal growth seminars to learn more                                  about myself.

2.            I have a special hobby or interest that I keep pretty much                                      to myself

3.            I have some important goals in my life.

4.            I would prefer to spend time alone than with a lot of friends

5.            I consider myself to be strong willed or independent minded

6.            I keep personal diary to record events of my life

7.            I learn best when I have an emotional attachment to the                                    subject

8.            Working alone can be just as productive as working in                                          a group

9.            I need to know why I should do something before I agree                                          to do it

10.         When I believe in something I will give hundred percent                                    effort to it

8.    NATURALIST INTELLIGENCE

                                                                   Yes  Undecided  No

                                                                   

1.            I enjoy watching nature

2.            I frequently use a camera to record what I see around

3.            I enjoy gardening

4.            I make collections like rocks, shells, leaves, butterflies,                                     stamps or sport cards

5.            I regularly check the weather reports for changing                                         conditions

6.            I speak out in class for the preservation of nature

7.            Putting things in hierarchies make sense to me

8.            I enjoy studying biology

9.            I spend a great deal of time outdoors

10.         Ecological issues are important to me

9.    EXISTENTIAL INTELLIGENCE

                                                                                                            Yes  Undecided  No

1.            I enjoy discussing questions about life

2.            Religion is important to me

3.            I enjoy viewing at masterpieces

4.            I like breath taking sites in nature

5.            I enjoy reading ancient and modern philosophies

6.            Studying history and ancient culture gives me perspective

7.            I regularly spend time thinking about important life questions

8.            I have a realistic view of my strengths and weaknesses

9.            I am keenly aware of my moral beliefs

10.         I accept and imitate valuable philosophies