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DEVELOPING LEADERSHIP SKILLS AMONG DIFFERENTLY ABLED ADULTS
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DEVELOPING LEADERSHIP SKILLS AMONG DIFFERENTLY ABLED ADULTS

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This is just a Pilot Study done to find out the methods for developing Leadership Skills among the Differently Abled Adults.

This is just a Pilot Study done to find out the methods for developing Leadership Skills among the Differently Abled Adults.

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DEVELOPING LEADERSHIP SKILLS AMONG DIFFERENTLY ABLED ADULTS DEVELOPING LEADERSHIP SKILLS AMONG DIFFERENTLY ABLED ADULTS Presentation Transcript

  • DEVELOPING LEADERSHIP SKILLS AMONG DIFFERENTLY ABLED ADULTS Research done by Ms.Anushiya. S And Ms.Ananthi.G
  • A General Overview  30 samples  purposive sampling method, from Colleges and Universities at Coimbatore  Quasi-Experimental method  Pre and posttest was conducted  Intervention was given through various programmes
  • INTRODUCTION  India has the largest population of adolescents  70 million adolescent people with disabilities  People with disabilities face barriers to education, employment, and public services.  They also often suffer from social discrimination, stereotypes, and exclusion.  As in the general population, there are strong gender and geographic differences among people with disabilities; women and girls in rural areas are often the most disadvantaged.
  • OBJECTIVE  Identify the Diffrenly abled adolescents espicially women belonging to Higher Education.  To develop and validate various programmes in incoroporate Leadership skills.  To develop a checklist for analysing their Leadership qualities.  To find out the effectiveness of the programmes conducted for enhancing their life skills.  To motivate the Teacher Educators regarding the various ways to develop self confidence and leadership skills among the diffrently abled.
  • HYPOTHESIS The following null hypotheses were tested in this study:  There will be no significant difference in the acquisition of leadership skills with respect to Age.  There will be no significant difference in the acquisition of leadership skills with respect to Type of Disability.  There will be no significant difference in the acquisition of leadership skills with respect to Locality.
  • NEED OF THE STUDY  Many parents of youth approaching adulthood worry about their child’s future.  parents want to know what they can do to help their sons and daughters decide on a career, support their job hunting, and succeed in the workplace.  But parents are unaware of the ways to develop self confidence and incorporate life skills including Leadership skills to fit into a vocational set up and also at any environment for coping their livelihood.
  •  Leadership Programme provides disabled people with the skills and confidence to improve their lives and make a difference to the lives of many other disabled people across every sector of society .  Thus a need have been roused to find out the various methods for developing Leadership Skills among differently abled especially women perusing their Higher Education.  Where in this modern world women are exploited more in the society.
  • SCOPE OF THE STUDY  It make the individual to believe that they can accomplish anything. Set goals for what you want to do and make a plan to achieve those goals.  It creates a peer support network which will help to get connect with other youth leaders with disabilities  It will help them to share their experiences (what they did, what worked for you, etc.) and learn from one another. So that they are getting self motivated and also gains selfconfidence in facing situations.  Make the individual to become active and also as an active participant in the society to take up challenges.
  •  It will help the teacher educators to develop strategies for developing Leadership skills.  It provides opportunities to ever individual to speaking on panels and in front of large groups.  It makes the individual to be independent and assertive and also to assume responsibility for taking the steps needed to achieve their goals to become a leader.
  • REVIEW OF LITERATURE  Catalano and Hawkins (1996)  Dana Barber Gonzales (2004)  the National Collaborative on Workforce and Disability for Youth (2004)  Alicia Epstein, et.al by (2006)
  • METHODOLOGY  Quasi-experimental design  30 women students of higher education  15 between the age 20-25 and 15 others of the age 2630  The main independent variables are the Age, Type of family and Locality.  The dependent variable includes in the study is to incorporate various leadership qualities to the differently abled especially to adolescent Women.
  •  Pre and posttest was conducted using the checklist developed by the investigator.  Intervention was given through narration of success stories, oration on recent facilities, current trend and the problems faced by the individual in the society etc, in which the differently abled adolescents were made to exhibit and share there ideas through various programs like One act play, Drama, Oration of her own experience with the society.  This study ultimately made every one to participate and gain knowledge regarding Role of Leadership in their life.
  • There will be no significant difference in the acquisition of leadership skills with respect to Age. 30 25 20 15 Pretest Posttest 10 5 0 Age 20-25 Age 26-30
  • There will be no significant difference in the acquisition of leadership skills with respect to Type of Family. 25 20 15 Pretest Posttest 10 5 0 Joint Family Nuclear Family
  • There will be no significant difference in the acquisition of leadership skills with respect to Locality. 22 21 20 19 Pretest Posttest 18 17 16 Rural Urban
  • CONCLUSION  Even though if it is a small project it aims for the participation of differently abled in every activities and to develop valuable skills required for enhancing their livelihood.  This study mainly benefits the teacher educators to adapt new methods for teaching and developing leadership skills to the differently abled.
  • LIMITATION OF THE STUDY  Sample size is less.  Selection of samples to only participants who give permission for data collection.  Profound differently abled sample were excluded from the study because of lack of number of adequate sample.
  • REFERENCE  Wilson, J. L. (2002). "Leadership Development: Working Together to Enhance Collaboration." Journal of Public Health Management Practice 8(1): 21-26.  Benson, P., & Saito, R. (2000). The scientific foundations of youth development. Minneapolis, MN: Search Institute.  Catalano, R. F., & Hawkins, J. D. (1996). The social development model: A theory of antisocial behavior. In J. D. Hawkins (Ed.), Delinquency and crime: Current theories (pp. 149–197). New York: Cambridge University Press.  Eccles, J., & Gootman, J. A. (Eds.). (2002). Community programs to promote youth development. Washington, DC: National Academies Press. Retrieved February 10, 2006, from http://www.nap.edu/openbook/0309072751/html/R1.html  National Collaborative on Workforce and Disability for Youth. (2004). Organizational and programmatic components of effective youth programs. Retrieved February 10, 2006, from http://www.ncwdyouth.info/resources_&_Publications/hot_Topics/youth_Development/tabl e_components.html
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