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

1. DEVELOPING LEADERSHIP
SKILLS AMONG DIFFERENTLY
ABLED ADULTS
Research done by
Ms.Anushiya. S
And
Ms.Ananthi.G

2. 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

3. 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.

4. 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.

5. 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.

6. 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.

7.  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.

8. 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.

9.  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.

10. 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)

11. 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.

12.  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.

13. 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

14. 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

15. 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

16. 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.

17. 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.

18. 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

19. Thank You

20. Question