Chapter 3

Research Methodology
& Procedure
Chapter 3 Research Methodology and Procedure

CHAPTER 3
RESEARCH METHODOLOGY AND PROCEDURE

In the previous chapter the development of problem for the present study has been
traced in the light of reviewed literature. This chapter is devoted to the method and
procedure followed in the research. An attempt has been made to provide a detailed
outline of the methodological plan followed under the following sub-heads:

3.1 Selection of the Problem

3.2 Conceptual Framework
3.3 Method of the Study
3.4 Design of Study
3.5 Sampling Procedure
3.6 Development and Description of Tools Used
3.7 Data Collection
3.8 Analysis and Interpretation of Data

3.1 SELECTION OF THE PROBLEM

The first important step in research is to select the problem. This difficult task has
been accomplished with a great care and caution. The problem which has been selected
for the present study is that of more importance to find out the status of different types
of disability in terms of their composition, characteristics, facilities, services and
programs provided to them in Haryana state with special reference to special education
schools. This problem has been selected to provide a database which can be further
utilized for planning purpose and can be used for planning rehabilitation services at
district and state level.

3.2 CONCEPTUAL FRAME WORK

The second step in research is the formal explication of concepts and various
terms used, so that there should not be any ambiguity or vagueness. The various
concepts and terms used in this study are thoroughly studied and reviewed in the light

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of the objectives of the study prior to the placement and analysis of collected data to
facilitate the testing of data in conformity with those terms and concepts.

3.3 METHOD OF THE STUDY

There are many methods available to gather information, and a wide variety of
information sources. The method used to conduct this research is determined by the
nature of the problem. Keeping in mind the nature and need of the present research the
descriptive survey method was considered to be the appropriate one. The researcher has
studied the case study of educational institutions for children with special needs of eight
districts of Haryana .The first step in case study research is to establish a firm research
focus to which the researcher can refer over the course of study of a complex
phenomenon or object. The researcher establishes the focus of the study by forming
questions about the situation or problem to be studied and determining a purpose for the
study. The research object in this study is educational institutions for children with
special needs and the children with special needs enrolled in this institutions. The
researcher investigates the object of the case study in depth using a detailed descriptive
questionnaire to produce evidence that leads to understanding of the case and answers
the research questions. In this the researcher’s ultimate goal is to learn about a large
population by surveying a sample of that population. In this case study research, the
researcher generates a large amount of data from multiple sources. Advance preparation
assists in handling large amounts of data in a documented and systematic fashion.
Researchers prepare databases to assist with categorizing, sorting, storing, and
retrieving data for analysis. The researcher poses a series of questions to willing
participants; summarizes their responses with percentages and then draws inferences
about a particular population from the responses of the sample.

3.4 DESIGN OF THE STUDY

The design of study outlines the research plan. It describes in detail what would
be done and how would it be done; what type of sample would be selected and what
data collecting devices would be used. In this present study, the sample was taken by
multistage sampling technique. Out of 21 districts of Haryana state only 8 districts were

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randomly selected from four regions. i.e. North Zone- Panchkula, Ambala, South Zone-
– Gurgaon, Faridabad, East Zone- Karnal, Panipat, West Zone- Sirsa, Hissar so that it
serves the purpose of the study. At further stage, 26 organizations/special schools from
eight districts were surveyed in proportion to the availability in these areas whether run
by Government Institutions (GOs), Voluntary Organizations (VOs), and Non-
Governmental Organizations (NGOs). The diagrammatic representation of the research
design is:

S – School for children with special needs

3.5 SAMPLING PROCEDURE

Most people are much more expert at sampling methodology than they probably realize.
Usually peoples are engaged in various forms of sampling in everyday lives. When we
take a sip of milk from that carton that has been in the refrigerator for the last two
weeks to determine whether it is sour, or when we select a few apples at the market for
close scrutiny, we are carrying out a sampling procedure. Sample is an essential part of
the research procedure. A sample is a small proportion of the population selected for
observation and analysis. By observing the characteristics of the sample one can make
certain inferences about the population from which it is drawn. According to Good: “A
sample is miniature population”. To be true sample must be representative of a
population and must be adequate in number. It is physically impossible to work with the

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total population in a systematic investigation. Moreover to work on a sample saves

time, labour and money.

In the present investigation eight districts namely Panchkula and Ambala from
North Zone, Gurgaon and Faridabad from South Zone, Karnal and Panipat from East
Zone, and Sirsa and Hissar from West Zone of Haryana was the field of study. As far
as, sample of this study was concerned multistage sampling technique is used: first in
the selection of districts, then schools and the thirdly, in the selection of respondents for
the study.

3.5.1 Selection of Schools

In the first instance, the investigator personally visited the office of Department of
Social Justice and Empowerment Haryana at Chandigarh. A list of special schools
located in various districts in Haryana was obtained from the office. Information on the
personal basis was also collected about the institution run by NGOs and Voluntary
Organizations for hearing impaired, physically challenged, visually impaired and
mentally retarded across the State. At the next stage total 26 special schools are selected
in proportion to their availability in these areas. The criterion considered for selecting
an appropriate representation of the beneficiaries in the sample survey was as follows:

1. Covered maximum geographical area by selecting NGOs, VOs, GOs, and their
beneficiaries located in different spatial areas within Haryana.
2. Covered beneficiaries from the organizations with different disability types.

The criteria for selection of special institutions were based on:

1. The special institutions were selected in proportion to their presence in these

areas.
2. The special institutions represented different regions so as to cover majority of the
organizations located in different areas.
3. The special institutions giving representation to four types of disability i.e. visual
impairment, hearing and speech impairment, physical disability and mentally
challenged /mental retardation.
4. Those special institutions was selected which have maximum student enrollment.

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So on the basis of above criteria from south zone seven, from north four, from
west six, from east nine special institutions/ organizations were selected. The researcher
has found great difficulty in locating some of the institutions as the addresses available
in this list are not correct. So the researcher herself by her own means has tried hard to
locate those institutions. List of surveyed educational organizations working for
CWSNs in eight selected districts of Haryana is as follows:

Table 3.1: Zone and District-wise Educational Organizations Working for CWSNs
in Haryana

Zone District S. Name of Organisation/ Type of Year of Focus Area

No. Institution Organization Establishment
Welfare Centre for Hearing and
Speech Handicapped Chandar
1 NGO 1974 HI
Nagar, Mehrauli Road Gurgaon
(WCHSSH)
Janta Rehabilitation Centre for the
Visually Handicapped Bhimgarh
2 NGO 1996 V.I
Kheri Near Railway Station,
Gurgaon

Gurgaon (JRCVH)
Khusboo Welfare Society, 4B,
3 Friends Colony Jharsa Road , NGO 1995 MR,
Gurgaon(KWS)
Vishwas – Vision for Health,
Welfare and Special Needs Sector - MR, PH, VI,
4 NGO 2005
South

46 Near Unitech Cyber Park HI,MD

Gurgaon. (VVHWSN)
Association for the Welfare of
Handicapped School for the
1 NGO 1992 MR, HI
Disabled 3-E/103,NIT Faridabad
(AWHSD)
Bal Bhawan Welfare Centre for
Faridabad

2 Hearing Impaired NIT Faridabad NGO 1995 HI

(BBWCDD)
National Association for the
Integration and Rehabilitation of the
3 Handicapped School for MR NGO 1994 MR
Children, 3E,22B, B.P N.I.T.,
Faridabad(NAIRHS)
Haryana Welfare Society for
Hearing and Speech Handicapped
1 Govt. 1994 MR, HI
Opp. H.NO. 275, Sector 16,
Panchkula

Panchkula(HWSHSH)
Institute for the Orthopedically
2 NGO 1999 PH
Handicapped Children (IOHC)
North

Asha School, Building No-2 Old

Army welfare
1 Veterinary Lines Ambala 1995 MR,MD, HI
society
Cantt.13301(ASHA)
Ambala

Pavitradham Rotary School for

2 Deaf Rambagh Road , Ambala NGO 1984 HI
Cantt., Ambala(PRSD)

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Chapter 3 Research Methodology and Procedure

Zone District S. Name of Organisation/ Type of Year of Focus Area

No. Institution Organization Establishment

Asha School Dot Asha Centre

Army welfare
1 Registrar Of Firms and Societies 4th 1959 VI
society
Floor , Mini Secretariat Hissar (AS)

Welfare Centre for Hearing and

Speech Handicapped Near New
2 NGO 1981 HI
Hissar

Grain Market Sirsa Bypass,

Hissar(WCHSH)

Aanchal Intervention Programme

Home for Mental Retardated
3 GO 1994 MR
Children,Red Cross Bhavan, Delhi
Road , Hissar.(AIPHMRC)
West

Disha Special School , Near pritam

1 place, Shani Dev Mandir Disha NGO 1998 MR, HI, PH
Lane ,Hissar Road ,Sirsa(DSS)

Prayas Special School for Mentally

2 Handicapped Children RSD Colony NGO 1992 MR
Sirsa

Park, Bal Bhavan Sirsa (PSSMH)

Helen Keller School for Visually

3 Impaired Red cross Society GO 2009 VI
(HKSVI)

Jeevan Jyoti Special School For

1 NGO 2004 MR
Mentally Retarded Karnal(JJSSMR)

Viklang Shishu Parsikshan Kendra

5,Railway Road Sant Nagar Chaman
2 NGO 1993 MR ,HI
Garden Behind Fish Market
Karnal(VSPK)

Amar Jyoti Special School R.K

3 NGO 2006 MR
Puram Gali No. 3 Karnal(AJSS)
Karnal

Tapan Rehabilitation Society

Opp.Rajput Dharamshala, Sant
4 NGO 1983 HI and M.R
Nagar, Chaman Garden,
Karnal(TRS)

Mata Prakash Kaur Welfare Centre

East

for Hearing and Speech

5 NGO 1987 HI
Handicapped Hospital Road
Karnal(MPKWCHSH)

Shri Prakash Chand Bajaj Education MR, HI,PH

1 NGO 2008
Society Panipat.(SPCBES) MD,VI

Government Schools for Blind

2 Court Road Ramlal Chowk GO 1957 VI
Panipat.(GBS)
Panipat

School for Deaf Children 418,

3 NGO 1997 HI
Aggarwal Mandi Panipat(SDC)

Divya Special School Railway

4 NGO 2009 MR
Station Panipat.(DSS)

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Chapter 3 Research Methodology and Procedure

3.5.2 Selection of Children with Special Needs from Special Schools

The subjects were selected purposely from different schools which served the
purpose of the research. During the course of the survey of the special
schools/institutions in all the four zones, in each of the special schools/institutions four
students, two males and two females were selected randomly and those children who
cannot communicate well with the researcher or who are not in position to discuss, the
teacher’s help was taken in account. Though the study is limited to four types of
disability i.e. PH, HI, VI, MR but in this sample the children with multiple disability
other than the selected four disability types were also selected as the researcher during
her research observed that most of the children who are studying in these institutions are
suffering from more than one disability to understand the different characteristics of
these children and their causes of impairment. The sample of one hundred and four
children with special needs were selected randomly and purposely from different special
educational institutions running for children with special needs in relation to their
disability, the degree of disability, age, onset of disability, the cause of their disability
along with their social and economic back ground.

Table 3.2: List of total of number of selected CWSNs from different zones

Disability Zone Total

East North South West
Hearing Impaired 13 7 10 6 36
Multiple Disability 0 2 2 0 4
Mentally Retarded 17 3 8 10 38
Physically Challenged 1 4 4 0 9
Visually Impaired 5 0 4 8 17
Total 36 16 28 24 104

3.6 DEVELOPMENT AND DESCRIPTION OF TOOLS USED

The data was collected by administering questionnaires as research tools. Two

questionnaires based on questionnaires developed by Zutishi (2004) were
modified/restructured by the investigator and further used for the purpose of collecting
the data. The first questionnaire was developed to collect data from special schools/

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institutions run by NGOs/VOs/GOs. During the development process the draft

questionnaires were sent to specialist in the field for ascertaining its validity. Certain
items of the questioners were later on omitted, added and reworded according to
comments received from experts in the light of with the need of the research. The first
questionnaire contained in total 14 items covering the following areas:

1. Name of organization with address

2. Name, Address and designation of the contact person
3. Major mission/ objectives of the Organization
4. Target group Children: Males/ Females/ Other Specify
5. Details of the disability groups undertaken for services rehabilitation.
6. Detailed educational activities undertaken for the target group.
7. Infrastructure and services existing and required
8. Sources of funding
9. Major services required for the target groups covered by your organization
10. Manpower of the Organization
11. Support given for job facilities to the disabled children
12. Number of person/CWSN supported for the job
13. Name organization/ factory where they are working
14. Comment and observation regarding implementation of PWD Act and other legal
provisions (if any)

It is evident from the questionnaire that it seeks factual information and it is a

detailed questionnaire which gives descriptive information related to the present state of
affairs about CWSN and institutions.

More specially, the questionnaire was used to:

i. Study the demographic characteristics of CWSNs in terms of gender, location and

economic status.
ii. Determine the educational; vocational services namely infrastructure, manpower
and technical support available for CWSNs in the Educational Institutions run by
various organizations in Haryana State.

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iii. Determine the status of implementation of educational provisions of PWD Act

(1995) in the Educational Institutions for CWSNs run by various organizations in
Haryana State.

The second questionnaires was used to collect data from children with special
needs getting educational services, support and counseling in the NGOs/VOs/GOs run
special institutions. This questionnaire has in total had 11 items, these are:

1. Organization
2. Name, Age, Gender and Address of the Respondent
3. Socio-economic background
4. Nature of Disability
5. Age of onset of disability
6. Cause of disability
7. How did you know about this organization
8. Year and date of association with the Organization.
9. Name the service provided by this Organization for disabled population.
10. Give details of service required by you to meet your day-to-day requirements.
11. What is the present position of availability of this service in your locality

More specially, the questionnaire was used to:

i. Identify the status of disability in terms of magnitude, degree of impairment, age

of onset and causes of impairment in Haryana State.
ii. Study the demographic characteristics of CWSNs in terms of gender, location and
economic status.

All the listed Government organizations, NGOs/VOs/GOs were requested to supply

information regarding their activities, manpower resources, infrastructure facilities and
other relevant aspects.

3.7 COLLECTION OF DATA

After selecting the sample and deciding the tools and techniques for data
collection, the researcher traveled to the target schools. A good rapport was established
with subjects and assurance was given that their responses would be kept confidential

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and used for research purpose only. The subjects were told about the purpose of the
study and necessary directions were given to them. The tools were administered
personally by the investigator and difficulties, if any, encountered by the respondents in
filling the questionnaires were solved on the spot. Enough care was taken to see that
each item of the tool is answered consciously and with the understanding of the items.
No time was fixed for responding to the items of the questionnaires. The respondents
were told that they should not leave any item of the questionnaire un-attempted.

3.8 ANALYSIS OF DATA

In order to draw meaningful conclusion from raw scores, frequency counts were
calculated and converted into percentages. Therefore, simple percentage method was
used to analyze data and drawing the conclusions.

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