Abstract

The present study was intended to find out the impact of Parental support on the emotional development of trainees with visual impairment in the Rehabilitation Institute for the Blind (Bulu). Specific objectives were to examine how the educational background of parents affects trainees and pupils with visual impairment and emotional development, investigate how parents’ marital status affects trainees and pupils especially those with visual impairment, and to find out how parents’ financial levels affect trainees and pupils’ with visual impairment.

The study adopted a correlation research design. Questionnaires to measure the impact of parental support on the emotional development of trainees with visual impairment were administered to 30 trainees of Class three, four, and five, they were selected using a simple random sampling technique. The descriptive analysis in particular frequencies, percentages, averages, and pie charts were used to analyze the data

The findings of the study indicated that: The impact educational background of parents significantly affects trainees and pupils with visual impairment and emotional development in BULU as their parents often evaluate their academic.    How parents’ marital status affects trainees and pupils especially those with visual impairment in BULU since they often hear their parents quarreling. How parents’ financial levels affect trainees and pupils especially those with visual impairment in BULU since their parents are financially capable and viable.

The researcher design used is the sample survey design. Based on this finding, some recommendations were made to counselors, teachers, and parents to encouraged trainees to do their best, in their academic process which will help them enhances their emotional development and academic achievement.

CHAPTER ONE

INTRODUCTION

Background to the Study

This chapter comprises the following subheadings; background to the study, statement of the problem, the purpose of the study, objectives, research questions, general research questions, specific research questions, the significance of the study, scope, and delimitation, and operational definition of terms.

The roots of the field of special education can be traced to the beginning of the human being. They are linked to the primitive times when man first became aware of those whose appearance and behavior Differed from the majority.

Those who were different have been destroyed, tortured, sterilized, ignored, exiled, exploited and even considered enduring the course of history. In the beginning their Problems were crudely explained in the term of superstitions. Then, they were pitied, cared for, categorized, accepted and finally efforts began to educate them. Although different disabilities/impairments exist in children but the most severe is visual impairment.

A person who is unable to see in normal circumstances is called visually impaired person. It may be due to complete blindness, partial blindness or some the visual defective, light sensitivity, weakness of Lens or glasses etc. There are many causes of visual impairment. They fall into two general classes in a Standard classification.

The first classification lists them according to size and type of infection into sight areas or eye blinds in general, such as the cornea, crystalline lens, retina, optic nerve, nerve pathway, and Cortical visual centers. Contemporary family trends decide how children spend their time after school, not only that, social problems have shattered traditional school-home relationships. In the words of Papilla and Olds (1992), “Parents‘support, encouragement and finance influence the children’s emotional development, aspiration, and achievements”.

Consequently, if parents do not encourage and support their children, it will be difficult for teachers to perform their work. It is, therefore, reasonable to expect parents to cooperate with the school for the child to achieve academic success especially those with visual impairment in the Rehabilitation Institute for the Blind (Bulu).

The support of parents, family members, friends, caregivers, and educators can be indispensable in the emotional development of trainees with visual impairment in the Rehabilitation Institute for the Blind. Parents expect more from the school yet these children spend more hours at school than they spend income. The home background of each child is expected to be supportive. Parents must support not only with school needs but also assist the child in their emotional development, home assignments, act as advocates for their children, and serve as partners in the education of the children and in the corrections of their school work.

Statement of the problem

To meet the challenge of visual impairment trainees and their emotional development, the issue of the effects of Parental support on the emotional development of trainees with visual impairment in the Rehabilitation Institute for the Blind has to be treated appropriately. In other words, for the teaching-learning process to be completed, there must be valid and reliable parental support or parent-school relationship.

Although most often teachers together with parents and the learners try to always show a good relationship, providing all the facilities such as learning aids or instructional materials, no matter how the visual impaired pupil’s masters the content of the subject, if the issue of the effects of Parental support on the emotional development of trainees with visual impairment is not reduced, it will affect their psychological, social and emotional development.

This study set out to investigate the effects of Parental support on the emotional development of trainees and pupils with visual impairment in the Rehabilitation Institute for the Blind. This is highly questionable as we pretend to ignore the fact that if this visual impaired are to succeed; parents must support them in all aspects especially in the emotional development and supply the much-needed support for the education of their children with visual impairment.

Purpose of the study

The purpose of this study is;

To find out the effects of Parental support on the emotional development of trainees with visual impairment in the Rehabilitation Institute for the Blind (Bulu)

Specific Objectives

The objective of this study is to find out the following;

1. How the educational background of parents affects trainees and pupils with visual impairment and emotional development in BULU.
2. How parents’ marital status affects trainees and pupils especially those with visual impairment in BULU.
3. How parents’ financial levels affect trainees and pupils’ with visual impairment.