Emotional Stability Of Learning Disabled And Regular Children In Inclusive Schools Of N.C.R.

Abstract

The present study aims to investigate the emotional stability of learning disabled and regular children in integrating settings. Learning  disabled  children  are  slightly  differs  from  regular children  in  their emotional stability  They  suffer  from  disabilities,  which  either  prevents  or  hinders  normal emotional pattern in certain situations. Descriptive survey method was employed in the present investigation. Survey was conducted on a sample of 100 learning disabled and 100 normal children selected randomly from 10 different schools of N.C.R area. The data was collected during the academic year 2011-12. The findings revealed that emotional stability of learning disabled children is less than that of regular children in inclusive schools. It means that Emotional stability of learning disabled boys and girls is less than that of regular boys and girls in inclusive schools. In fact emotional stability of learning disabled boys is less than that of learning disabled girls in inclusive schools.