Asha, S.C. and Venkat Lakshmi H.
The present study was conducted to assess the peer acceptance of sensory challenged in an inclusive education environment. The tool was developed and standardized by the investigator, to assess peer acceptance of sensory challenged and non-disabled children for the study. Inclusive schools in Bangalore city, catering to the educational needs of both sensory challenged and non-disabled children was selected using purposive sampling technique. One hundred sensory challenged and one non-disabled children were selected, the samples were further subdivided into experimental group (50 sensory challenged and 50 non-disabled children) and control group (50 sensory challenged and 50 nondisabled children). Children from experimental group received a comprehensive intervention programme. Mean, standard deviation and t-test analysis was used to assess and compare the peer acceptance of both sensory challenged and nondisabled children. The data revealed that comprehensive intervention programme helped both sensory challenged and non-disabled children to accept and understand one another. The study highlights the need for sensitizing non-disabled children to the subject of impairment, the challenges the impaired children face, their needs, potentials and limitations. Further, the study also highlighted the need for creating awareness about sensory impairment.