CHAPTER – 1

INTRODUCTION

1.1 INTRODUCTION

1.2 STATEMENT OF THE PROBLEM

1.3 MENTAL RETARDATION

1.4 LEGISLATION

1.5 PREVALENCE OF MENTAL RETARDATION

1.6 NEED FOR THE STUDY

1.7 HANDICAPPED CHILD IN A FAMILY

1.8 CHAPTERISATION
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1.1 INTRODUCTION

Human society is the manner or condition in which the members of a

community live together for their mutual benefit. It allows its members to achieve
their needs or wishes which can not be fulfilled by themselves all alone.

Family in society is the smallest social unit which consists of components,

which are interdependent. Components in a family are the members of the family,
who have obligations and expectations towards each other, which are framed
according to their socio-cultural background.

The family structure is grounded by the biological constants in the relationship

of parent and children. Children are God’s gift and they form an integral part of
harmonious co-existence of the family. The family plays a vital role in guiding the
child to be a member of the society. In order to meet the expectations, every parent
wants fit, beautiful, handsome, intelligent children who will do well in the
competitive society we live in.

Therefore the parents worry during the end of pregnancy about what sort of a
baby they are going to have and become mentally distressed if they give birth to a
damaged or imperfect child, especially Mentally Retarded Child. At first the feelings
of the parent are guilt, shame, despair and self-pity which may be overwhelming, so
that only agony for a way out may be experienced.

1.2 STATEMENT OF THE PROBLEM

Parents having children with Mental Retardation get disturbed with added
responsibilities associated with care of their children in the normal day to day
functions. This may exert pressure on the parents psychologically, physically and in
their social functioning. It is necessary to look at the issues related to how parents of
Mentally Retarded children suffer from social problems and the ways of preventing
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and overcoming their problems in the society they live in. Therefore the purpose of
this research is to understand the nature and extent of social problems experienced by
the parents of Mentally Retarded Children.

1.3 MENTAL RETARDATION

Mental Retardation is a disability characterized by significant

limitations both in Intellectual functioning and in Adaptive behaviour as expressed in
conceptual social and practical adaptive skills. This disability originates before the
age of 18 (AAMR 2002)

CHARACTERISTICS OF MENTAL RETARDATION

1. Delay in development
2. Slow reaction
3. Absence of clarity
4. Inability to learn fast
5. Inability to understand quickly
6. Inability to decide
7. Inability to remember
8. Lack of concentration
9. Lack of motor coordination
10. Age inappropriate behaviour

CLASSIFICATION OF MENTAL RETARDATION

The different methods of classification of Mental Retardation are:

MEDICAL CLASSIFICATION

EDUCATIONAL CLASSIFICATION

PSYCHOLOGICAL CLASSIFICATION
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A. MEDICAL CLASSIFICATION

Medical Classification is based on etiology

• Infections and Intoxications

• Trauma (or) physical Agent

• Metabolism (or) Nutrition

• Gross brain disease

• Unknown pre-natal influence

• Chromosomal abnormality

• Gestational disorder

• Psychiatric Disorder

• Environmental influence

• Other influences.

B. EDUCATIONAL CLASSIFICATION

Educational classification based on current level of functioning of the

Mentally Retarded children. Educational classification includes terms such as.

CLASS IQ

SLOW LEARNER 75 OR 80 TO 90

EDUCABLE 50 TO 75 OR 80

TRAINABLE 20 TO 49

CUSTODIAL BELOW 20
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C. PSYCHOLOGICAL CLASSIFICATION

The psychological classification is based on the level of intelligence (IQ) and it is

currently used classification.

IQ CLASS

90 - 110 AVERAGE INTELIGENCE

70 - 90 BORDERLINE INTELLIGENCE

50 - 69 MILD MENTAL RETARDATION

35 - 49 MODERATE MENTAL RETARDATION

20 - 34 SEVERE MENTAL RETARDATION

BELOW 20 PROFOUND MENTAL RETARDATION

CAUSES OF MENTAL RETARDATION

The causative factors of Mental Retardation are varied and widespread. The
causes may be broadly classified under;
→ Biological risk factors and
→ Environmental risk factors.
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BIOLOGICAL ENVIRONMENTAL

GENETIC PHYSIOLOGICAL PSYCHOSOCIAL

CAUSES CAUSES CAUSES

BEFORE CONCEPTION
PRE-NATAL CAUSES
NATAL CAUSES
POST-NATAL CAUSES

A) Genetic causes are purely biological

B) There are some biological causes which are enforced with environmental
influences.
C) There are some environmental causes which are purely psycho social in
nature.

BIOLOGICAL RISK FACTORS

Biological risk factors are those that develop within the body as part of one’s
basic biology and organic make up. They include genetic and other inborn features
(characteristics) metabolic aspects and interaction of varied complex systems of the
body. Many biological risk factors are genetic.

ENVIRONMENTAL RISK FACTORS

Environmental risk factors are health related risks that exist outside the person
and over which the individual has little or no control. This includes social and
physical factors.
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Social environmental risk for disability is a function of the expectations

and opportunities that accompany specific socio cultural environment.
Attitudes, assumptions, preferences or prejudices are encountered
throughout society to help to create social environmental disability risks.
For instance occupational settings, certain physical skills, abilities and
characteristics. Because of the physical demands and socio cultural
expectations of that environment, the likelihood or risk of functional
limitations becoming a disability is greater than in cultural setting that
assigns less value to these characteristics.

Physical environmental risk – Injury or disease can trigger a process

that leads to disability. They place individuals in circumstances leading to
impairment and functional limitations.

CAUSES OF MENTAL RETARDATION CAN BE BEFORE,

DURING OR AFTER BIRTH

* Before Conception - The age of the mother plays an important role in the
delivery of a healthy, normal baby. There are high risk group for abortions,
premature deliveries, babies with chromosomal abnormalities etc. Large families,
Addictions, Nutrition and health status of the mother are very important for
conception and development of the fetus.

* During delivery – Some of the high risk factors are Premature, Post mature
baby, Multiple Pregnancies, Abnormal Presentations, Convulsions, Prolapsed
cord, delivery place etc.

* From birth up to 18 years of Age – Delayed birth cry, obvious congenital

anomalies, Infections, convulsions, Nutritional deficiencies, developmental, delays
etc.
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PSYCHOSOCIAL CAUSES - Refer to the environmental influences.

These also can lead to Mental Retardation.

1.4 LEGISLATION:

India, being a democratic country, the Constitution and legislation play an

important role in the life of every citizen, irrespective of his being abled or disabled.
The preamble of the Constitution of India states, “We, the people of India, having
solemnly resolved to constitute India into a Sovereign Democratic Republic and to
serve all its citizens.

Until recently, there was no exclusive law for protection of rights of persons
with mental retardation. They were governed by the “Indian Lunacy Act of 1912”.
In the year 1987, this act was replaced by “Mental Health Act 1987”. This act did
not include any provision to safeguard the rights and interests of persons with mental
retardation rather it totally excluded mental retardation from its purview.

As a result a vacuum was created which has been filled by the enactment of
comprehensive legislation, i.e., “The Persons with Disabilities (Equal Opportunities,
Protection of Rights and Full Participation) Act 1995”. The provisions of the act
range from prevention, early detection to education, vocational training and
employment, preferential treatment and protection from negative discrimination. The
Act ensures equality of human rights and dignity of life to people with disability. It
will also strengthen the hands of the government to formulate appropriate programme
for education and employment of people with disabilities including those with mental
retardation. “The National Trust Act, 1999” was created for Welfare of persons with
Autism, Cerebral Palsy, Mental Retardation and Multiple Disabilities Act, 1999 No
44 of 1999 (30th December 1999) is an act to provide for the constitution of a body at
the national level for the Welfare of Persons with Autism, Cerebral Palsy, Mental
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Retardation and Multiple Disabilities and for matters connected therewith or

incidental there to.

 National Policy for Persons with Disability

• The National Policy recognizes that Persons with Disabilities as a valuable

human resource for the country and seeks to create an environment that
provides them equal opportunities, protection of their rights and full
participation in society.

• The focus of the policy is on (a) Prevention of Disabilities and (b)

Rehabilitation Measures.

• The salient features of the National Policy are :

1. Physical Rehabilitation, which includes early detection and intervention,
which includes early detection and intervention, counseling & medical
interventions and provision of aids & appliances.
2. Education Rehabilitation including vocational training and
3. Economic Rehabilitation for a dignified life in society.

1.5 PREVALENCE OF MENTAL RETARDATION

Around 10% of the world’s population, or 650 million people, live with
disabilities. The first ever World report on disability, produced jointly by WHO
(World Health Organizations) and the World Bank, suggests that more than a billion
people in the world today experience disability.

According to Daniel Mont, HDNSP-Disability and Development Team -

World Bank 2007 Census, the prevalence rate varies dramatically across the World.
(United States 19.4%, United Kingdom 12.2%, Mexico 2.3%, Egypt 4.4%, India
2.1%, China 5%, Kenya 0.7% Spain 15 % of total population.)
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1.5.A PERSONS WITH DISABILITY IN INDIA

– BY TYPE OF DISABILITY

Type of Census, 2001 NSSO*, 2002

Disability
Population % Population (in Crore) %
(in Crore)

Locomotor 0.61 28 0.97 52

Visual 1.06 49 0.25 14

Hearing 0.13 6 0.18 10

Speech 0.16 7 0.09 5

Mental 0.22 10 0.16 9

Multiple - - 0.19 10

Total 2.18 100 1.84 100

Census 2001 has revealed that over 21 million people in India are suffering
from one or the other kind of disability. This is equivalent to 2.1% of the total
population. This includes persons with visual, hearing, speech, loco-motor and
Mental Disabilities. Among the total disabled in the country, 12.6 million are males
and 9.3 million are females.
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FIGURE - 1.5.a

Percentage distribution of the disabled by type

India 2001

Speech
7.5% Hearing
Mental 6%
10%

Movement
27.5%
Seeing
48.5%

Source: Census of India 2001

Data collected in 2002 by the National sample survey organization, indicated

that the number of persons with disabilities was 1.85 crores. In every one lakh
persons in our population, 94 are persons with Mental Retardation. This translates to
around 11.3 Lakhs of Mentally Retarded Persons in our Country.
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1.5. B. STATE-WISE DATA OF DISABLED POPULATION,
AS PER CENSUS 2001
Sl. Disabled Sl. Disabled
State/ UT State/ UT
No. population No. population

1. Andaman & Nicobar 7,057 19. Kerala 8,60,794

Islands

2. Andhra Pradesh 13,64,981 20. Madhya Pradesh 14,08,528

3. Arunachal Pradesh 33,315 21. Maharashtra 15,69,582

4. Assam 5,30,300 22. Manipur 28,376

5. Bihar 18,87,611 23. Meghalaya 28,803

6. Chandigarh 15,538 24. Mizoram 16,011

7. Chhattisgarh 4,19,887 25. Nagaland 26,499

8. Dadra & Nagar Haveli 4,048 26. Orissa 10,21,335

9. Daman & Diu 3,171 27. Puducherry 25,857

10. Delhi 2,35,886 28. Punjab 4,24,523

11. Goa 15,749 29. Rajasthan 14,11,979

12. Gujarat 10,45,465 30. Sikkim 20,367

13. Haryana 4,55,040 31. Tamil Nadu 16,42,497

14. Himachal Pradesh 1,55,950 32. Tripura 58,940

15. Jammu &Kashmir 3,02,670 33. Uttar Pradesh 34,53,369

16. Jharkhand 4,48,377 34. Uttarakhand 1,94,769

17. Karnataka 9,40,643 35. West Bengal 18,47,174

18. Lakshadweep 1,678 TOTAL 2,19,06,769

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Across the country, the highest number of disabled has been reported from the
state of Uttar Pradesh (3.6 million). Significant numbers of disabled have also been
reported from the State like Bihar (1.9 million), West Bengal (1.8million), Tamil
Nadu and Maharashtra (1.6 million each). Tamil Nadu is the only state, which has a
higher number of disabled females than males.

The estimated population of persons with disabilities in 2008, projected on the

basis of figures of the last census, is 2.44 crores. Experts opined that at least one
person out of ten of the population of any country is affected by some kind of physical
or mental handicap. According to census data released by the Registrar – General of
India, there is about 0.22 percent of Mentally Disabled population in our country. In
Tamil Nadu it is reported that 1.6 million persons are Mentally Retarded.

Even though the Census data for the year 2011 has been collected, the
population of persons with disabilities in our Country has not yet been published.

1.6 NEED FOR THE STUDY

The world program of action states that the problem of disability in developing
countries especially needs to be highlighted. As many as 80% of all disabled people
are living in isolated rural areas in developing countries. In India the percentage of
disabled population is estimated to be as high as 20 and thus if families and relatives
are included, 50 percent of the population could be adversely affected by disability.

But it is noted that rehabilitation services have barely touched even the fringe
of the problem in the rural areas. People with disabilities have generally poorer health,
lower education achievements, fewer economic opportunities and higher rates of
poverty than people without disabilities. This is largely due to the lack of services
available to them and the many obstacles they face in their everyday lives. In case of
Mental Retardation, it is further stressed that family should be empowered. As
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structured services have not yet reached all corners of the country, supporting and
empowering the families of disabled persons is one way of reaching out to assist
them.

Among the parents of disabled, the parents of Mentally Retarded children are
worst affected. Moreover the hardships faced by them in the family and society are to
be analyzed and the way outs to lessen their social problems to be discussed. For this
purpose a sample survey was conducted among the parents of Mentally Retarded
children, who live in different conditions. i.e., place of living, financial status, etc. and
provides the best available evidence about what steps to be taken to overcome the
barriers to health care, rehabilitation, education, employment, and analyze the way
out to lessen their social problems and to create the environments which will enable
people with Mental Retardation to flourish. The study ends with a concrete set of
recommended actions for Governmental and Non- Governmental Organizations.

1.7 HANDICAPPED CHILD IN A FAMILY

The birth of a baby is usually anticipated with great excitement and

expectations of a future filled with happiness and success. This exuberance may
become muted with the birth of a disabled infant. Having a handicapped child born in
a family and grow into adulthood is one of the most stressful experiences a family can
endure.

Parents perceive the handicapped child as an extension of themselves and may

feel shame, social rejection, ridicule and embarrassment. Parental reactions may be
affected by economic status, personality traits and marital stability. In short, an initial
parental response may be a form of emotional disintegration. This may evolve into a
period of adjustment and later into reorganization of the family’s daily life. But
learning about and adjusting to a child’s disability impacts the entire family system.
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Parent’s expectations relating to their child may be influenced by different

types and degrees of disabling conditions. Mental Retardation may be one of the most
difficult conditions for parents to accept.

Mental Retardation is a fairly disabling and chronic, life long condition with no
real cure possible. Retarded children will most likely not be able to grow up to realize
their parent’s dreams and expectations. Although significant progress has been made,
there is still a profound social stigma attached to Mental Retardation.

Parents may be ‘devastated’ when they realize that their child is going to carry
a stigma that has been highly related to isolation, dependency and institutionalization
in our society (Fewell, 1986)

When parents gain information about the disorder, they become more able and
understanding of how to deal with their stress. The professional can help the parents
to cope with the crisis by examining the resources of the family, including role
structure, emotional and financial stability and can help them to deal effectively with
the situation.

 ACCEPTANCE OF THE FACT THAT THE CHILD IS RETARDED

The total problem will center relentlessly about this foremost and basic
problem of accepting the reality. The parents might show complete denial of
existence of problem in their child who will color all aspects of care, management of
the retarded child and their socialization. It also depends upon their educational,
cultural, economical and social background of the parents.

Acceptance - When a doctor gives the parents the news that their child is
Mentally Retarded and will never be completely normal, it is too painful for most
parents to face. Many parents spend years in denial, trying to find some solution or
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cure to this problem. They might go from one hospital to another, try alternative
forms of medicine or look to religion for a miracle.

Self-blame – The parents wonder if they did something wrong, during the
course of the pregnancy or after birth, while taking care of the child. They wonder if
God is punishing them for their sins.

Stigma – Many parents might feel that a Mentally Retarded child is something
to be ashamed of and cannot be allowed out of the house. Neighbours, relatives or
others might make cruel remarks about the child and parents might feel isolated and
without support.

Helplessness- Many parents don’t know how to get help for their child once
he/she has been diagnosed with Mental Retardation. The sense of helplessness comes
both from a lack of understanding about Mental Retardation and a lack of information
about the resources available for Mentally Retarded individuals. It might also arise
from insensitive handling of the case by the mental health professional, who might not
have enough time to talk to each family at length about their experience.

Behavior problems- Many parents find it difficult to handle behavior problems

like screaming, crying, inability to concentrate, aggressiveness, stubbornness etc that
a child with Mental Retardation might have. For parents, especially mothers, who
have to take care of household tasks and work apart from taking care of the child,
patience can wear thin. Getting angry with the child or hitting him/her also does not
help very much. Often, the child might not understand how disruptive his/her
behavior is to others and why they get angry.

Unrealistic expectations- Many times, parents of Mentally Retarded children

are dissatisfied with the slow progress their child is making in learning new things.
They push harder to force the child to learn quicker and try to be on par with other
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children. However, the child can only learn to the best of his/her ability and no more.
When parents have unrealistic expectations of what their child can achieve, it leads to
disappointment not only for them but also in the child who does not understand what
he/she is doing wrong.

Worry about the future- One of the main concerns of parents with mentally
retarded children is about how their children will be taken care of when they die. They
feel that no
one else can take care of their child with same love and care that they have and they
are scared about how their child will manage to survive in the world.

Raising a child who is Mentally Retarded requires emotional strength and

flexibility. The child has special needs in addition to the regular needs of all children,
and parents can find themselves overwhelmed by various medical, care giving and
educational responsibilities. Whether the special needs of the child are minimal or
complex, the parents are inevitably affected. Support from family, friends, the
community or paid caregivers is critical to maintaining balance in the home.

DAILY CARE NEEDS

Basic functions of parents are to meet the physical and health needs of their
members. Daily care giving for persons with disability can be a burden for family
members. The extent and nature of responsibilities for daily care vary depending on a
variety of factors such as the age of the child or youth and the type, degree and
severity of the disability. Seligman and Meyerson (1982) noted that the
responsibilities associated with the care of disabled children may throw an impact on
parent’s psychological, physical, financial and social well-being over time.
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SELF-IDENTITY
Parents of children with retardation often experience difficulty with their
feeling of worth and self-esteem. Parents have difficulty in developing Self-Identity
as a competent parent. Possibly because of their disabled child who is less responsive
to soothing or stimulation, their cues are often difficult to be understood.

PARENTAL ATTITUDES
Parent’s Attitudes are to some extent reflection of the society they live in.
Parental attitudes mainly arise out of the sense of frustration in carrying out the
parental role of nurturing. Neglect or over protection are seen among the parents of
Mentally Retarded Children. Both Father & Mother do not have the same attitudes
towards their retarded children. Unrealistic and self-defeating attitudes lead on to
distort family interactions and interaction with the society.

STRESS AND FAMILY BURDEN

Parents of children with Mental Retardation experience deleteriously high
levels of stress. It varies accordingly to different stages of the family life cycle.
Stress may be categorized depending upon the Financial, Intra-familial, Extra-familial
and emotional aspects.

The stress may lead to family dysfunction requiring societal intervention.

Research on families of Mentally Retarded Children has repeatedly indicated three
stressful affects of the Mental Retardation – a) Social isolation b) increased indicators
of stress in the parents and c) a greater incidence of problems in school and in the
society.

The Burden associated with rearing a Mentally Retarded Child has multifold
problems like disturbance of – routine, family leisure, family health, drain on time,
physical and emotional energy as well as financial resources of the parents.
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FAMILY FUNCTIONING
The handicapped child in a family produces tremendous changes and challenge
to the marriage relationship. The arrival of a child introduces additional factors, such
as coping with the unexpected and different situations. The degree of challenge may
increase dramatically. The birth of handicapped child deeply challenges the parents
and their resources. Role differences can be further exacerbated; care giving routines
are often more complicated, time-consuming and stressful as they are to exert
tremendous pressure on the parents.

Featherstone (1980) suggested that the advent of a handicapped child may

attack the very foundation of a marriage by inciting powerful emotions in both
parents, including feelings of shared failure. Fathers and mothers may react very
differently to the handicapped child. The mother may take on the role of physical
protector and guardian of the child’s needs, while the father is more reserved in his
role. He may cope by withdrawing, internalizing his feelings.

ECONOMIC NEEDS

Having a child is expensive. Having a child with Mental Retardation is even

more costly due to increased need for health, medical care, therapy, necessary daily
care, transportation and other accommodations. Parents tend to be overwhelmed by
additional financial needs. Our society has not developed a financial support system
to support families and to carry out their responsibilities. The expenses related to
special needs of individuals with disability create financial hardships for parents.

JOB

Responsibilities associated with the care of retarded children may impact

parents’ career. They might sacrifice careers to care for the child or to relocate in a
geographic area where appropriate rehabilitation services available for their child.
The parents also believe that their work performance level gets affected and they lack
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concentration and they need to take a lot of time off work, and need to take a less well
paid job.

RECREATION
The family serves an important function as an outlet for members to relax and
be themselves. This function is curtailed due to the presence of a family member with
retardation. They have difficulty in enjoying family outings such as trips to beach,
Picnics or trips to the swimming pool or cinema. They lack emotional support to each
other which in turn affects the family relationships, personal growth, social and
recreational activities outside the home. Often educators are so narrowly focused on
school-based curriculum that we forget how important family leisure time can be as a
way of building new skills, and bolstering self-esteem.

SOCIALIZATION

Families are the base from which children learn to interact with others and
keys to the achievement of socialization. Parents with Mentally Retarded Children
experience stress in attempting to meet the socialization needs. Lack of socialization
may be due to specific skill deficit of the disabled child or be attributed to negative
attitudes among community members, neighbors and relatives towards the persons
with disability and their family. The inability to share the problems exists through no
fault of the parents, or of the general public. It is simply the result of having looked
upon mental abnormalities with superstition, with fear, with ignorance of true facts.

CHALLENGES IN THE FAMILY

Mental Handicap of the child challenges the family at three levels. First there is
the cognitive challenge. The family must learn about the cause of the mental handicap
its prognosis, complications, and routines and reasons for the rehabilitation. The
family must revise its expectations for the daily life of the child, both for the present
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and the future, and attempt to match the child’s activities with the limitations of the
disability and treatment.

The second challenge is at the emotional level. Finally mental handicap

presents a behavioural challenge. Rehabilitation regimens and hospital visits and
special educational programme must be incorporated into the family functions and
enable the family to carry out other essential tasks. The family must also recognize
changes in the child’s ability to perform some tasks and should help where necessary.

Farber (1960) suggests that the advent of the mentally handicapped child need
not create a family crisis. How the family defines the event will determine whether or
not a real crisis exists

PROFESSIONAL SUPPORT

There are professionals like psychiatrists, clinical psychologists, occupational

therapists and counsellors who can help the parents of Mentally Retarded children.
The greatest single need of parent of Mentally Retarded Children is constructive
professional counseling at various stages in the child’s life, which will enable the
parents to find the answers to their own individual and social problems to a
reasonably satisfactory degree.

SUPPORT FROM GOVERNMENTAL / PUBLIC / PRIVATE

ORGANIZATIONS

Support from the Government is also required even while parents are being
exhorted to be self-reliant. The support given by the Government or other large
public and private agencies needs to be sensitive to the needs of the retarded person
and their parents. The findings of this study will help the therapists and rehabilitation
professionals in developing and strengthening innovative psychosocial models of
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treatment; like behaviour therapy counseling and rehabilitation that would benefit the
parents of children with Mental Retardation.

1.8 CHAPTERISATION

The detailed report of the study is presented in five chapters. The first chapter
focuses on the problem area of the study. It explains the various theories relating to
the effect of having a child with Mental Retardation.

The second chapter gives an account of the available literature on the variables
included in the study.

The third chapter describes the methodology adopted for the investigation and
includes aspects such as the research design, universe and sampling.

The fourth chapter comprises of the analysis and discussion .It also analyses
the hypotheses related to the study.

The fifth chapter contains the major findings of the study and conclusion.
Suggestions for future research have also been offered.
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CHAPTER - 2

REVIEW OF LITERATURE

2.1 INTRODUCTION

2.2 STUDIES RELATED TO ATTITUDES OF PARENTS OF

MENTALLY RETARDED CHILDREN

2.3 STUDIES RELATED TO PROBLEMS OF PARENTS OF

MENTALLY RETARDED CHILDREN

2.4 STUDIES RELATED TO SOCIAL SUPPORT SYSTEMS

2.5 STUDIES RELATED TO PROFESSIONAL SUPPORT

2.6 CONCLUSION
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2.1 INTRODUCTION

Today’s parents face a world of challenges with everything from keeping

themselves healthy and happy by providing their children a safe environment that
fosters the physical, emotional and social growth of their children in today’s society.
No family is prepared for the presence of a Mentally Retarded child. Having a
Mentally Retarded child affects family inter relationships and will also affect the
practical aspects of the life.

In recent years researchers and interventionists have become interested in

viewing the problems faced by the parents and families of children with Mental
Retardation. Much research has been undertaken on various aspects of family and
social dynamics of families having Mentally Retarded children. A review of literature
related to these aspects has been presented in this chapter in four major dimensions;

I. STUDIES RELATED TO ATTITUDES OF PARENTS OF MENTALLY

RETARDED CHILDREN.

II. STUDIES RELATED TO PROBLEMS OF PARENTS OF MENTALLY

RETARDED CHILDREN.

III. STUDIES RELATED TO SOCIAL SUPPORT SYSTEMS.

IV. STUDIES RELATED TO PROFESSIONAL SUPPORT.

2.2 STUDIES RELATED TO ATTITUDES OF PARENTS OF MENTALLY

RETARDED CHILDREN:

General attitudes of parents towards Mental Retardation and related issues

have been studied beyond specific child-rearing attitudes.
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Srivastava et al., (1975) assessed the attitudes of mothers of mentally retarded

children and found that the mothers fostered dependency in children. Marital conflict,
strictness with children, easy irritation with children, suppression of aggression and
avoidance of communication were some of the trends observed in families with
retarded children.

Vasantha Kumari and Sathyalvathi (1977) studied the maternal attitudes

regarding Mentally Retarded children and normal children and found that mothers of
Mentally Retarded children held an attitude of ignoring type towards their children
while mothers of normal children tended to be more possessive in their attitudes.

Srivastava, (1978) reported that most mothers of Mentally Retarded children

have been reported as having authoritarian attitude in child rearing. These parental
attitudes might in turn reflect upon the stress experienced.

Margalit M. (1979) studied shame on the parents of Mentally Handicapped

children. The attitudes of 23 Western mothers and 26 Eastern mothers towards their
moderately and severely retarded children were studied. Significant differences were
found, suggesting that the Eastern mothers strongly expressed their shame, whereas
the Western mothers ‘felt ashamed’ to express it at all. The Western mothers felt that
the social norms that reject feelings of shame and their own personal feelings of
embarrassment were in conflict.

Rastogi (1981) found that mothers of the Mentally Retarded children were
having negative attitude rather than their fathers.

Girimaji (1985) lays stress on the study of parents with an emphasis on

parents’ needs, parents’ perception and attitudes. A small but significant body of
research work has emerged reporting different forms of family intervention. Brief
inpatient family intervention model developed at NIMHANS in 1985 is worth
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mentioning in this context. This model could be considered a great support to parents
of children with mental handicap.
The model has been evolved to meet the needs of sub-groups of families who
needed intensive intervention for reasons such as presence of high degree of stress
and/or poor coping skills in the family following the birth of mentally handicapped
child. However, the model seems to offer comprehensive care as it has been tailored
to suit the needs of individual child and family.

Mavrin – Cavor L, Levandovski D, Teodorovic B. (1986) compared the

attitudes of mothers of non-handicapped children and of Mentally Retarded children
towards their relation to the school behaviour of the child. A sample of 357 mothers
of non-handicapped children, and 93 mothers of mildly retarded children were
interviewed. Results showed that behaviour at school of Mentally Retarded children
was strongly related to the attitude of the parent towards the child.

Vidhya Ravindranadan and Raju.S. (2007) studied the level of adjustment

and attitudes of parents of children with mental retardation. The sample consists of 50
parents (either mother or father) of children diagnosed as mentally retarded. Parental
age group is 25-50 years. The results indicated that parental religion, education and
income do not have any significant influence on adjustment variables, but there is
change in parental attitude among different religious groups. Locality of parents
influences only on the dimensions of social adjustment and parental attitude.

2.3 STUDIES RELATED TO PROBLEMS OF PARENTS OF MENTALLY

RETARDED CHILDREN:

The problem associated with rearing Mentally Retarded children is multifold

Problems like disturbance of –daily routine, family leisure education, family health,
steady dram on time, physical and emotional energy as well as financial resources and
over above social interaction of the parents.
 27

Schonell and Watts (1956) reported that the effects of the “subnormal child”
on the family were “far reaching and intensely restrictive and destructive in nature”.
None of the children concerned attended any school or program, nor did their parents
receive any help or guidance.

In a series of studies of approximately 400 families with severely retarded

children, Farber (1960, 1968, and 1970) found that social mobility was reduced.

Farber, (1970) ; Watson & Midlarsky, (1979) reported that families with
retarded children operate under the same influences as families with non-retarded
children (especially if there is a non-retarded sibling), they are also likely to have
greater involvement with schools and teachers, social agencies, and service-delivery
professionals as well as more limited social contacts.

DeMyer, (1979), Bristol, Gallagher, & Schopler, (1988) Studied how parents
of Mentally Retarded children are able to deal with increased time demands, negative
community reaction, the limited support they may have, or how they feel about
sacrificing career goals, and so forth, which are important factors to evaluate.

Kotsopovlos S. Matathia P. (1980) reported worries of parents regarding the

future of their Mentally Retarded adolescent children. Responding to a questionnaire,
a group of parents of Mentally Retarded adolescents, reported several worries
regarding the future of their child. Two thirds expected assistance from community
services while just over one third admitted of having received some assistance. It is
held by the authors that the community has the duty to assist such parents.

Wikler (1981) found that people often feel uncomfortable in the presence of
Mentally Retarded people and strive to ignore them, thus increasing the social
isolation of the family.
 28

Seligman M. and Meyerson R. (1982) reported that the responsibilities

associated with the care of children with exceptionality may impact parents’
psychological, physical and social well-being over time.

Singhi PD, Goyal L, Pershad D, Singhi S, Walia BN, (1990) studied the
psychosocial problems faced by parents and other family members in so many
families with a Mentally Retarded child and 50 with a healthy child. Families with
Mentally Retarded children perceived greater financial stress, frequent disruption of
family routine and leisure, poor social interaction, and ill effects on their mental
health as compared to families of control children. The overall social burden scores
were significantly higher in both the groups with Mentally Retarded children. The
maritial adjustment scores lower in families with children of Mental Retardation.

Narayan J, Madhavan T, Prakasam BS. (1993) studied the factors

influencing the expectations of parents for their Mentally Retarded children. In terms
of treatment for cure, education, training and general information, parental
expectations for their Mentally Retarded children are influenced by various factors
such as the age and sex of the retarded child, the level of Mental Retardation, the
education and occupation of the parents, and the socio-economic status and area of
living.

Hemant Chandorkar and Brig.P.K Chakroborty (2000) studied psychological

problems of parents of mentally retarded children compared to that of parents of normal
children The result of the study proved that the parents of mentally retarded children have a
higher prevalence of psychological morbidity than the parents of normal children.

Poston D, et al (2003) investigated the conceptualization of family quality of

life. Focus groups and individual interviews were conducted with 187 individuals:
family members (e.g., parents, siblings) of children with a disability, individuals with
a disability, family of children without a disability, service providers, and
 29

administrators. Data were collected in urban and rural settings to elicit the
participants' understanding of family quality of life. Ten domains of family quality of
life were identified and described in terms of sub domains, indicators, and key points
raised by participants.

As per the study carried out at the Regional Rehabilitation Center (RRHC),
G. Gathwala, S. Guptha. Rohtak (2004) Sixty percent of families were severely
burdened in related to the item “Effect on the physical health of other family
members” which included physical/psychological illness and members of the family
becoming depressed and weepy Forty Five percent of families felt severely burdened
regarding family interaction and had almost ceased to interact with friends and
neighbors. Forty percent had their family leisure severely affected. They had stopped
normal recreation and had frequently abandoned planned leisure with the affected
child using up most of their holiday and spare time. The family routine was felt to be
severely affected in thirty five percent of cases, leading to neglect of rest of the
family. Only 25% of families felt they were severely burdened financially and 20%
had postponed planned activity due to financial constraints.

Shambhu Upadhyay and Anju Singh (2009) discuses the impact of level of
Mental Retardation of children on the perception of psychosocial problems and needs
by parents of mentally retarded children in providing care to them. The study was
conducted on a purposive sample of 100 parents of mentally retarded children. The
result shows that the level of problems faced by the parents of mentally retarded
children increases with the level of Mental Retardation of the child.

Manish Gohel, Sidhhyartha Mukherjee & S.K. Choudhary (2011) studied the
psychosocial impact on the parents of mentally retarded children. A cross sectional
study of 100 parents of mentally retarded children was done. The result shows that the
parents have enormous emotional problems and suffer from mental worries because
 30

of having mentally retarded child. Family intervention programmes need to be

focused on early building and strengthening the natural support systems for the
parents.

Mohammadreza Bayat, Mahdieh Salehi, Abbolreza Bozorgnezhad and

Akbar Asghari (2011) compared the psychological problems between parents of
intellectually disabled children and parents of normal children. For these purpose 100
parents with mentally retarded child were selected and compared with 100 having
normal children. The result shows that the parents with intellectually disabled children
experienced more psychological problem as compared with those having normal
children.

 JOB

Lonsdale (1978) found that 27% of the families believed their work
performance was affected as a result of the having a child with an exceptionality.

Lonsdale, (1978), reported that variety of disabling condition affects the

parents with various factors such as lack of concentration, need to take a lot of time
off work, needing to take a less well-paid job affecting their work and so on.

Turnbull et al., (1984), reported that some families are sacrificing careers to
care for child or to relocate in a geographic area where appropriate services available.

Booth & Kelly (1999) investigated the impact of disability- and risk-related
characteristics of 166 infants on their mothers' employment and child-care
characteristics and decisions. Mothers' employment plans and child-care decisions
were affected by their children's special needs (chronic health problems; use of
adaptive equipment; total risks; diagnosis; and mental, motor, and adaptive
functioning).
 31

Marji (2000) studied the influence of employment on parenting stress among

mothers of 5-year-old children with developmental disabilities and the influence of
parenting demands (i.e., care giving difficulty and behavior problems) and family
support on their work quality and absenteeism from work. No significant associations
were found between employment status and parenting demands, family support, or
stress for the sample as a whole.

Warfield (2001) examined the influence of employment on parenting stress

among mothers of 5-year-old children with developmental disabilities and the
influence of parenting demands (i.e., care-giving difficulty and behavior problems)
and family support on their work quality and absenteeism from work. No significant
associations were found between employment status and parenting demands, family
support, or stress for the sample as a whole. Among employed mothers, those who
rated their jobs as interesting reported significantly less parenting stress when they
experienced low or mean levels of parenting demands. Mothers' interest in work did
not moderate the negative influence of high levels of parenting demands on stress.
Parenting demands increased absenteeism but had no effect on work quality.

Einam M, Cuskelly M (2002) reviewed the employment of mothers and

fathers of children with Mental Retardation. Opportunities to engage in employment
appear to be reduced for mothers of children with Mental Retardation. Data were
collected regarding the employment decisions of parents of a young adult with Mental
Retardation and contrasted with those of parents whose children were all developing
normally. Twenty-five mothers and 12 fathers of a young adult with Mental
Retardation were interviewed, as were 25 comparison mothers and 19 comparison
fathers. Mothers and fathers of children with Mental Retardation showed different
engagement patterns with the paid workforce from comparison parents. Increased
attention needs to be given to the employment opportunities of parents of children
 32

with Mental Retardation since employment appears to play a protective role for
mothers, in particular.

Einam & Cuskelly (2002) speak about paid employment which is increasingly
undertaken by mothers as their children grow. Majority of women are in employment
by the time their offspring become adults. Opportunities to engage themselves in
employment appear to be reduced for mothers of children with disabilities. Increased
attention needs to be given to the employment opportunities of parents of children
with disabilities since employment appears to play a protective role for mothers, in
particular.

 FINANCIAL

Gath.A (1972) found that wealthier families were more apt to institutionalize
their retarded child than the lower income families. Mothers of retarded children
were also more likely to work only part time rather than full time (Watson &
Midlarsky, 1979) and to have greater difficulty in arranging child care (Sells, West &
Reichert, 1974; Watson & Midlarsky, 1979).

Margalit (1982) suggested that the costs of providing special educational

support for their child can contribute to disruption in family equilibrium.

Chinn, Drew and Logan, (1984) studied problems of all dimensions affect
families whose Mentally Retarded children live at home. The budget may be strained
up to provide special medical care, transportation or special educational services.

A.P. Turnbull et al., (1984) studied that the presence of a Mentally Retarded
child can create special economic needs by increasing the family’s consumptive
demands and decreasing its productive capacity.
 33

Byrne and Cunningham (1985) suggested that it is not the presence of a child
with retardation which leads to stress, but rather the unmet service needs of families.

Aday, Aitken, and Weggener (1988) found that 47% of the parents reported
that “out-of-pocket” expenses (i.e those not covered by medical insurance) presented
“serious financial problems” for their families during periods when the children were
hospitalized. Thirty eight percent of the parents reported similar financial problems
when ventilator care services were provided in the home. Types of expenses included
lost income from work, transportation, extra phone costs, lost vacation time, child-
care for siblings, meals and motels, accumulating debts medications, and increased
utility bills.

Lavin, (2001), p.21 studied that, a family who has a child with a disability will
experience many challenges such as “repeated physical and emotional crises,
interactive family issues, ruined schedules, and additional expenses which can create
financial burdens for a family”. It may be during these times of physical and
emotional stress that parents will take out their frustrations on each other, the other
children or even the child with the disability or illness. This can lead to marital
problems as well as issues of sibling rivalry, parentification, and social dejection.

Datta (2002) studied the negative impact on the parents of the Mentally
Retarded children in the form of financial crises. Parents might develop an
antagonistic attitude toward their retarded children due to failure in reaching balance
in meeting the financial needs of the family in general and specific needs of their
retarded children. In the families of Mentally Retarded children problems come in the
shape of ‘negative impact on health of caregivers’, ‘social embarrassment of the
family members’, ‘relationship problems among the siblings’, etc.
 34

Montes G, Halterman JS. (2008) reported that parents of children with

Mentally Retardation have significant out – of – pocket expenditures related t their
child’s care. This likely places a significant burden on families in the face of
additional out - of – pocket expenditures.

 HEALTH

Various researchers (Hooper, Gill Powesland and lneicher, 1972; Brown,

Harris and Peto, 1973) have been able to determine prevalence rates of depression
and disorders of the order of 40 percent and 20 percent respectively of the parents of
children with Mental Retardation.

Johnson, Sarason, & Siegel, (1978), studied that numerous changes in the
lives of family members are likely to occur in relation to the presence of a retarded
child than a non-retarded child (e.g. major changes in social activities, recreation, or
economic conditions). Such life stress, operationally defined as self-reported life
changes, has shown significant relationships with numerous minor and major health
changes, the seriousness of chronic illness, and various Keith A.Crnic, William
N.Friedrich, and mark T.Greenberg. Psychiatric symptoms including anxiety and
depression Rabkin & Streuning,(1976).

There is a growing literature on the confusion, embarrassment, anger,

helplessness, and feelings of depression, which may accompany parental reactions to
having a Mentally Retarded child (Bristol & Schopler, (1983); DeMyer, (1979);
Konstantareas & Homatidis, (1988).

Romans – Clarkson SE, Clarkson JE, Dittmer ID, Flett, R, Linsell C, Mullen
PE, Mullin B. (1986) studied the impact of a Mentally Retarded child on mental
health of parents. The mothers of the Mentally Retarded children showed
 35

significantly more psychiatric morbidity than the control mothers, but the fathers did
not show the same deleterious effect on mental health.

A cross-sectional survey was conducted by Chen et al (2001 ) to describe the

health of mothers of adults with intellectual disability (ID), and the influence of the
mother's and her adult child's characteristics on her health. The sample consisted of
108 mothers divided into mid-life and later-life groups. Arthritis was found to
influence the physical health of both groups of mothers. Employment was found to
influence physical health of the mid-life mothers, while family income was found to
influence mental health of the later-life mothers. The characteristics of adults with ID
did not influence the mothers' health significantly. Mothers' care-giving for their adult
children with ID might not be as detrimental to the mid-life mothers' physical
component of health as it might be to the later-life mothers

Olson & Hwang (2001) assessed the parental depression using the Beck
Depression Inventory (BDI) in 216 families with children with autism and/or
intellectual disability (ID), Mothers with children with autism had higher depression
scores than mothers of children with ID without autism, who in turn, had higher
depression than fathers of children with autism .Forty-five per cent of mothers with
children with ID without autism and 50% of mothers with children with autism had
elevated depression

The aim of the study by Firat et al (2002) was to evaluate anxiety, depression,
and general psychological symptoms in the mothers of autistic children in comparison
with those in the mothers of mentally retarded children. Forty mothers of autistic
children and 38 mothers of mentally retarded children were included in the study.
Non-depression rates were 27.5% in the mothers of autistic children whereas the rate
was 55.3% in the mothers of mentally retarded children. There was no difference
 36

regarding anxiety between the two groups. The mothers of autistic children
experienced more psychological distress than those of mentally retarded children.

The aims of the study by Shu et al (2002) were to describe the change in
mental health over time in a group of family caregivers with a child with intellectual
disability (ID) and to explore the effect of a home care service on the psychological
well-being of the caregiver. The findings of this study accredit the effect of home care
services and suggest that home care services are necessary for family caregivers.

Thyen et al (2003) sought to determine the independent effect of unmet health

needs on family burden, in addition to the effects of functional impairment and
parental care load, in children and adolescents with disabilities. It was found that lack
of medical services, contributed significantly to family burden. Addressing unmet
health needs may alleviate the impact of caring for a child with a disability.

Harden J. (2005) reviewed the experiences of parents living with a young

person with mental health problems. Qualitative interviews were conducted with 25
parents. He reported that the parents tried to make sense of the illness in their lives by
reconstructing their past, present and future experiences. The concept ‘responsibility’
was threaded through the parents’ narratives and is discussed in relation to three key
dimensions – more responsibility; casual responsibility; and responsibility for self.

Allik, Larsson JO, Smedje H, (2006) evaluated the Health-related quality of

life in parents of school-age children with Mental Retardation. Parental HRRL was
surveyed by the use of the 12 Item Short Form Health Survey (SF-12) which
measures physical and mental well-being. The mothers of Mentally Retarded children
indicate poorer physical health, and there was a relationship between maternal well-
being and child behaviour characteristics.
 37

Gallagher (2008) reported that the parents of children with mental disabilities
registered high depression and anxiety scores and the majority met the criteria for possible
clinical depression and anxiety.

 RELIGION

Studies of religiosity suggest the potentially powerful impact of one specific

ecological context, as religious background and beliefs have been found to be
significantly related to greater acceptance, more positive adaptation, less stress, and a
greater orientation to caring for retarded children at home (Farber, 1959; Levinson,
1976; Zuk, 1959; Zuk, Miller, Bartram, & Kling, 1961).

Friedrich and Greenberg (1983) found that participation in a parent support

group and strong personal faith and religious affiliation were important to the
adjustment and interaction between the family members.

Greenberg (1983) found that strong personal faith and religious affiliation
were important to the adjustment in family having a Mentally Retarded child.

Morris and Maisto (2001) quoted Koehig (1977) states that people who
attended religious services regularly enjoy better health and have markedly lower
rates of depression than those who do not.

 EDUCATION

Kasari C, Freeman SF, Bauminger N, Alkin Mc. (1999) examined the effects
of the child’s diagnosis, age, and current educational placement on parental
perceptions towards inclusion for their child with Mental Retardation. Results
indicated that diagnosis, age, and current placement influenced parental opinion on
the ideal educational placement for their child.
 38

Narayan I, Chakravati SN, David J, Kanniappan M. (2005) studied the current

educational models and to find out the feasibility for replication. The choice of model
depended on the child’s level of functioning and parental aspirations. About 46.8%
preferred home-based instruction, while 25.8% were enrolled in special schools and
19.4% were in inclusive schools. Although children improved with home-based
instruction, parents expressed stress. About 73% of the parents were eager to send
their children to a suitable school, but dissatisfied with the existing facilities.

Kandel I, Merrick J. (2005) identified certain factors which affects placement

of Mentally Retarded child, which include child – related parameters, family and
parental attitudes, the influence of the social environment, and the external assistance
provided to the family.

 REST & RELAXATION

Dunlap & Hollingsworth, (1977), Lonsdale, (1978), Dunlap &

Hollingsworth, (1977), reported that having a handicapped child can enhance the
parent’s ability to rest and recreate.

Tangri &Verma1 (1992) reported that disruption in family leisure and effect
on mental health of the mother were reported more often by the mothers of female
children, as compared to those of male children. Rest of the categories of burden
revealed no significant differences between the mothers of boys and girls. The
perceived social burden was felt the maximum in family activities and family
interaction.

 FAMILY INTERACTIN & FUNCTIONING

Family functioning is a dynamic concept relating to the way family members
interact and carry out tasks. More specifically it is the process of fulfilling activities
which contribute to the social expectation.
 39

Goldman (1962) found that family members whose social function is

inadequate or affected will lead to greater family burden. The existence of burden
indicates the breakdown of general functioning in the family.

Hewett (1975) noted that the moment of crisis starts as soon as the parents
learn that their child is permanently handicapped. Begab and Richardson (1975)
observed that trauma of having a Mentally Retarded child presents a serious
disruptive force to the family life style. Hannam (1975) reported that the presence of
Mentally Retarded child alters the normal chores of the family.

Crnic KA, Friedrich WN, Greenberg MT. (1983) in their study a critical
review focused on parents, siblings, parent-child interactions, and family systems was
presented. A comprehensive conceptual model was proposed that accounts for (a) the
range of possible familial adaptations, both positive and negative, involving the
impact of perceived stress with the presence of a retarded child; and (b) the family’s
coping resources and ecological environments as interactive systems that serve to
mediate the family’s response to stress.

Dyson (1991) investigated the differences between families with children with
special needs and those with children without special needs with regard to stress and
family functioning. Fifty five (55) families with young children with handicaps were
compared with a matched group of families of children without handicaps. Results
indicated that parents of children with handicaps scored substantially higher on stress
than parents of children without handicaps. The two groups did not differ on any
domain of the family social environment. The results provided strong evidence that
family stress is related to the care of a child with special needs, in middle class
families.
Cullen, Maclead and Williams (1992) investigated variables influencing the
functioning of families with Mentally Retarded person. Results demonstrated the
 40

importance of characteristics of fathers to maternal coping skills in two parent

families. Single mothers showed strong negative associations with both the number
of children in the house and age of the mother. Single parent mothers also appeared
to be considerably more dissatisfied with family functioning.

Brust JD, Leonard BJ, Sielaff BH. (1992) evaluated the responsibility of
parents with Mentally Retarded children. Caring for disabled children has become
increasingly the responsibility of parents, even when the medical care is complex. To
assess the time commitment required, 133 mothers of Mentally Retarded children
were asked to estimate by specific task categories the extra time required to care for
the children. Total average daily care time was reported at 12 hours and 6 minutes,
with 6 hours and 30 minutes consumed in “Vigilant” tasks.

Ramey and Keltner (1996) accomplished a study to explore the family

adaptation and meeting with the challenges of the families with Mentally Retarded
persons. This study made it evident that both the informal and formal support
systems have significant and pervasive effects on parental well-being. Similarly,
culture and ethnicity exert influences on families through belief systems and
culturally endorsed practices. Studies support that families where parents prior to
having a Mentally Retarded child had good marital relationship tend to come even
closer to each other to face the situation of having a Mentally Retarded child. Indian
parents report that the major things found most useful in coping up with the situation
include getting physical help for looking after the child, financial help, early and
timely advice by professionals, their empathic attitude, and overall faith in God.

Dyson (1997) found that in families with a Mentally Retarded child mothers
and fathers experienced heightened child related stress but did not differ in overall
family functioning from families with normally developing children.
 41

(Flaherty & Glidden, 2000; Glidden, Valliere, & Herbert, 1988; Helff &
Glidden, 1998) research on broader outcome following the paradigm shift from
negative impact (family problem) to positive impact (family competence).

The purpose of the study by Rimmerman & Muraver (2001) was to examine
the extent to which 160 mothers who care for an adult child with mental retardation
differ in respect to undesired daily life events, instrumental functioning, social support
and well-being from a comparably matched group of age peers. Findings indicated
that caregivers for adult children with mental retardation reported more undesired
daily life events in comparison to the matched group. However, no differences were
found in respect to their instrumental functioning, social support and well-being.

Mugno D, Ruta L, D’Arrigo VG, Mazzone L. (2007) viewed the impairment

of quality of life in parents of children and adolescents with Mental Retardation.
They seem to display a higher burden, probably for a combination of environmental
and genetic factors.

 FATHER

Tallman (1965) stated that the relative lack of involvement of fathers with
their disabled children is due to their inability to cope with the situation.

Cummings (1976) studied the impact of a child’s deficiency and found a high
level of social stress experienced by fathers of Mentally Retarded children. In
addition, he found evidence “that many fathers of Mentally Retarded children under-
go long-term personality changes which resemble a pattern of neurotic-like
constriction”.

Gallagher, Beckman and Cross (1983) explained that lack of involvement of

father is due to father’s discomfort with the female dominated service systems.
 42

Bristol, Gallagher and Schopler (1988) opined that because of role

differentiation between parents, father’s roles do not often include direct child care.

Simerman, Blacher and Baker (2001) assessed the extent of father

involvement in the lives of their young children with severe Mentally Retarded, as
well as their satisfaction with that involvement. The extent of fathers help was the
highest in the areas of playing nurturing, discipline and deciding services. Most
mothers were satisfied with the extent of father’s help and this satisfaction was related
to indicators of family well being.

 MOTHER

Holroyd and Guthrie (1979) found that mothers generally feel burdened and
the family members deprived of normal family life because of the presence of a
Mentally Retarded child. Cook, (1963) Ricci, (1970) found that mothers of mildly
and severely retarded children were found to be rejecting and punitive although
mothers of more severely retarded children were also characterized as over protective.

Patterson (1980) in his research reported that mothers may be more seriously
affected than fathers because they are additionally called upon to serve as crisis
managers.

Beckman (1983) observed that mothers faced reduced degree of stress and
burden when both parents were present at home. Gandotra (1985) found more
problems in single families.

Konstantareas, 1989, 1990; Shea,(1986). Studied that mothers may be too

stressed and overwhelmed and be able to objectively accept the diagnosis of a severe
dysfunction in their child.
 43

McKinney & Peterson (1992) studied that Mothers of children with Mentally
Retarded have been reported to show significantly higher stress levels and report more
negative child characteristics than mothers of children without disabilities, and mother
of children with autism have reported significantly higher stress levels and lower
levels of parenting competency than mothers of children without disabilities
(Rodrigue et al.).

A study conducted by Marika.V (1999) showed that parents especially mothers

of children with disability have significantly more emotional states and also
significantly more depressive symptoms.

Lenhard W, Breitenbach E, Ebert H, Schindelhauer – Deutscher HJ, Zang

KD, Henn W (2007) reported that mothers have feelings of guilt for having a child
with Mental Retardation and a stronger feeling of being involuntarily segregated in
society. On the other head, they more often experience support and respect from
outside, particularly through self-support groups.

McConkey R, Truesdale-Kennedy M, Chang MY, Jarrah S, Shukri R. (2008)

studied the impact on mothers of bringing up a child with Mental Retardation. The
mothers are at increased risk of stress, along with poorer health and weakened family
relationships.

 SIBILINGS

Farber (1960) interviewed the siblings of severely retarded children living at

home. Two significant sibling relationship effects emerged: Siblings younger than the
retarded child assumed a super ordinate role, and female siblings were frequently
encouraged to function as surrogate mothers for the retarded child.
 44

Meuwisson (1971) has suggested that guilt may inhibit expression of negative
feelings toward the retarded sibling. Grossman also noted that sibling reactions were
related to parental reactions and ability to cope, the same finding noted in an earlier
study of teenage sibling reactions to a retarded child (Graliker, Fishler, & Koch
1962)

Miller (1979) found that the non-retarded siblings engaged primarily in

instrumental activity with the retarded child and displayed more positive and less
negative affect toward retarded siblings than toward non-retarded siblings.

Marcelli D. (1983) studied the consequences of the presence of a Mentally

Retarded child on the siblings. The siblings’ outlook depends primarily on the
parents’ conscious, but also subconscious, attitude towards the Mentally Retarded
child. The relationships between the siblings’ are always profoundly affected; they no
longer serve, as they usually do, in the course of the oedipian process or in providing
reciprocal support.

Lobato (1983) in reviewing research undertaken on siblings of handicapped

children, concluded that “there are few well-designed empirical studies indicating
that, as a group, siblings of handicapped children are actually at risk for, or exhibit
more problems in psychological adjustment. Rather, it appears that only certain
siblings may be vulnerable to adverse emotional experiences, depending on such
factors as sibling sex and birth order, family socio-economic status and parental
reaction to the handicapped child”.

Kaminnnsky & Dewey (2002) studied the relationships between feelings of

loneliness, social support and psychosocial adjustment, and the influence of gender
and family size on psychological adjustment of siblings of children with Mental
Retardation. It was found that large family size appears to facilitate healthy
adjustment in siblings of children with Mental Retardation.
 45

 GRANDPARENT

Sandler AG, Warren SH, Raver SA, (1995) found that grandparents are source
of support for parents of children with disabilities. A significant positive correlation
between parental adjustment and grandparent support was found.

Sandlers et al (1995) studied the source of emotional support for parents of

children with disabilities. Measures of emotional adjustment and perceived emotional
and instrumental support by grandparents were administered to parents of young
children with developmental disabilities. A significant positive correlation between
paternal adjustment and grandparent support was found. Grandparents' most frequent
forms of assistance were babysitting and buying clothing. The results supported the
importance of grandparents as a source of support to families with a child who has a
disability.

 MARITAL RELATIONSHIP

The available literature on families of mentally retarded children suggested that

the parents of retarded children individually as well as the family are at-risk for
numerous difficulties in comparison to families with non-retarded children.

Friedrich and Friedrich (1981) comparing matched groups of mothers of

handicapped and non-handicapped children, found a significant difference between
groups in their Marital Adjustment.

A number of studies have found decreased marital quality and increased

divorce rates (Friedrich & Friedrich, 1981; Holroyd, 1974; Price-Bonham &
Addison, 1978) Williams & Mckenry, (1981) Dunlap & Hollinsworth, (1977);
Waisbren (1980); have found no apparent negative effects upon the marriages of
parents with retarded children.
 46

Stoneman & Brody, (1981) Caldwell & Guze, (1960); Grossman, (1972);
Some researchers have also found positive and negative effects upon the siblings of
retarded children. However, most of the research has been problem centered, with
researchers documenting only adverse effects of the retarded child on the family
system.

Whaley & Wong (1982). Reported that there are differing reports concerning
the divorce rates among families with disabled children, but most studies agree that
there is a high level of marital discord between the partners in these families. Feelings
of low self-esteem, helplessness, resentment over excessive demands on tie and the
burden of financial responsibilities are prevalent in such families and place a great
strain upon the marriage.

Quine L. (1986) studied the Impact of family on behaviour problems in

severely Mentally Retarded children. He reported that behaviour problems were more
common in one-parent families. An association was found between maternal stress
and problem behaviour.

Blacher J, Nihira K, Meyers CE. (1987) studied the characteristics of home

environment of families with Mentally Retarded children. The impact of the retarded
child on adjustment of families with severely retarded children was greater than that
of the other groups, but no differences occurred in the impact of the child on marital
adjustment.

Bristol, Gallagher, & Scholper, (1988); Frey, Greenberg, & Fewell, (1989);
Goldberg, Marcovitch, MacGregor, & Lojkasek, (1986); Gumz & Gubrium, (1972).
a well-designed family studies appeared in AAMR journals; many of these focused on
specific aspects of the child, parents, or home that might affect impact.
 47

Hodapp & Krasner, (1995) studied that there are different reports concerning
divorce rates of parents who have children with disabilities, but most studies agree
that there is a high level of marital discord in these families and that divorce or
separation is more likely in families of children with more severe and impacting types
of disabilities. Also several studies have documented problems in families of children
with disability (Hodapp & Krasner, 1995; Inocenti & Kwisun, 1992; McCubbin &
Huang, 1989; Singer & Farkas, 1989; Taanila, Syrjala, Kokkonen, & Jarvelin,
2002; Tavormina, Boll, Dunn, Luscomb, & Taylor, 1981; Wallander & Noojin,
1995; and Ziolko, 1991).

Kersh J, Hedvat TT, Hauser-Cram P, Warfield ME(.2006) This study

examines the contribution of the marital relationship to the well-being of both mothers
and fathers of children with developmental disabilities. Parent well-being is
conceptualized in terms of mental health, parenting stress and parenting efficacy.
These analyses are based on data from 67 families participating in the Early
Intervention Collaborative Study, an ongoing longitudinal investigation of the
development of children with disabilities and the adaptation of their families. The
findings support the importance of the marital relationship to parental well-being and
illustrate the value of including fathers in studies of children with developmental
disabilities.

 BURDEN, STRESS & COPING BEHAVIOUR

Family stress, family burden and coping styles adapted by families of mentally
retarded children may directly or indirectly affect the functioning of the family and
society.
Most researchers (Beckman and Bell 1981) have found that having a child
with a disability increases parental stress. McCubbin and Patterson (1983) indicated
that a family’s ability to adapt to a crisis situation is influenced by the family’s use of
 48

personal resources such as the parent’s psychological strengths, and by family

resources such as the extent of family unity or integration.

Beckman (1983) observed that friendship networks were significantly smaller

for parents of Mentally Retarded children when compared with parents of normal
children. Where as, family network size was equivalent and more closely knit among
parents of retarded children. Mothers faced reduced degree of stress when both
parents were present at home.

A number of researchers have found relationships between stress and family

psychosocial environments (Bristol, (1984); McCubbin et. Al., (1980). Bristorl
(1984), compared dimensions of family relationships, personal growing, and family-
system maintenance in families of children with autism. Well-adapted families were
able to express their emotions, engage in social and recreational activities outside the
home, and provide emotional support for each other.

Moudgil A.C. Harmesh Kumar and Sushma Sharma (1985) noticed that
support from spouse reduces stress, burden and social problems experienced by the
parents.

Dickman and Gordon (1985) also share that all families need to have a coping
mechanism and those families who utilize these as their safety net are more likely to
survive as an intact family unit as well as in society.

Douglas A. Abbott And William H. Meredith (1985) - Examined Sixty parents

with retarded children were compared with a group of parents with intellectually
average children on marital and family strengths and parental personality
characteristics. Significant differences were found on two items of the Family
Strengths Scale, Parents with retarded children were less critical of family members,
and they had fewer persistent family and social problems. Coping resources were
 49

evaluated for the parents having retarded children. Spousal support, participation in a
parents group, and religious beliefs were the important resources used to cope with
the challenges of rearing a disabled child in family and in society.

Abbot and Meredith (1986) contributed a study on parental strength of the

parents of the Mentally Retarded children. According to them the parents with
Mentally Retarded children were less critical of family members, and they had fewer
persistent family problems. They have suggested that those parents with retarded
children have been using ‘spousal support’, ‘participation in similar kind of parents
groups’, and ‘religious beliefs’ as the important resources used to cope with the
challenges of rearing a disabled child.

Baxter C. (1987) measured the stress in social interactions of parents with

Mentally Retarded children. Interviews were conducted with 131 mothers and fathers
of Mentally Retarded children in three age cohorts. Parent-perceived stress attributed
to social attitudes was measured on a 5-point, Likert-type scale. Three deviating
characteristics of the child were identified as ‘Stressors’. ‘Notice ability’ of the
child’s speech and behaviour, and also behaviour management problems were found
to be significantly associated with parental stress.

Cullen JC, Macleod JA, Williams PD, Williams AR. (1991) studied the
coping, satisfaction, and the life cycle in families with Mentally Retarded persons.
Variables influencing the functioning of 62 families with Mentally Retarded persons,
living at home, in various stages of the life cycle was focused. Results demonstrated
the importance of some father characteristics to maternal coping skills in two-parent
households. Single-parent mothers also appeared to be considerably more dissatisfied
with family functioning than mothers in two-parent households. The supportive role
of older fathers in mothers’ coping in two-parent households also was apparent.
 50

Differential support to mothers and fathers of Mentally Retarded person may be

required over the life cycle.

Beckman PJ. (1991) compared the mothers’ and fathers’ perceptions of the
effect of young children with and without retardation. Mothers reported more stress
than fathers. Parents of children with retardation reported more care giving
requirements and stress. Stress was negatively associated with informal support for
both parents and positively associated with increased care giving requirements for
mothers.

Kravertz et al., (1993) examined how mothers and fathers cope with tensions
involved in the day-to-day struggle of raising a child with mental retardation. Further
more, it was investigated whether the ways in which mothers and fathers cope with
these tensions are related to the school adjustment of the child. Mother’s problem
focused coping correlated positively with their children’s constructive behaviour and
negatively with their children’s behaviour disturbance. Although a statistically
significant difference was found between mother’s and father’s use of coping
strategies, this difference does not seem to be a consequence of the relations between
mother’s and father’s coping strategies and particular aspects of their children’s
school adjustment. Fathers reported using emotion focused coping less often than did
mothers even though, a statistically significant relation was discovered between
fathers emotion focused coping and their children’s school achievement.

Orr RR, Cameron SJ, Dobson LA, Day DM (1993) studied age related
changes in stress experienced by families with a Mentally Retarded child. Mothers
with children ranging in age from 2 to 18 years were assigned to a preschool, middle
childhood, or adolescent group were assessed. The Degree of Mental Retardation was
not associated with Mothers’ Stress in the preschool group, but was related to both
 51

other groups. Behaviour problems were highly correlated with maternal stress for the
middle childhood and adolescent groups.

Hendriks, Demoor, Oud & Savelberg, (2000) studied that parents of children
with Mentally Retarded often experience deleteriously high levels of stress Bradley,
Rock, Whitside, Caldwell & Brisby, (1991); Dumas, Wolf, Fisman & Culligan,(
1991).

McGaw et al, ( 2002)conducted a study aimed to see the positive results of

'group intervention' to reduce emotional problems of parents of MR children. Group
intervention was provided to 12 parents with borderline or mild intellectual
disabilities over 14 weeks. 'Judson Rating Scale and Behaviour Problem Index' was
applied on parents to examine the results after 27 weeks follow-ups. The immediate
and long-term benefits of group interactive process have beneficial effect to reduce
parental stress.

Studies of Gallagher, et.l (2008) quoted Dunn, Burbine, Bowers and Tantleff-
Dunn (2001), Hastings, et.l (2005) and Yirmiya and Shaked (2005) reported that the
parents of children with mental disabilities frequently report symptoms of depression
and anxiety.

Hassall R, Rose J, McDonald J. (2005) investigated the relationships between

parental cognitions, child characteristics, family support and parenting stress. The
aspects of cognitions studied were: parenting self-esteem (including efficacy and
satisfaction) and parental focus of control. The group studied consisted of 46 mothers
of children with mental disabilities. The results indicated that most of the variance in
parenting stress was explained by parental locus of control, parenting satisfaction and
child behaviour difficulties. Whilst there was also a strong correlation between family
support and parenting stress, this was mediated by parental locus of control.
 52

Vivian Khamis (2009) identified the Predictors of parental stress and

psychological distress among parents of children with mental retardation in the United
Arab Emirates. He examined the relative contributions of child characteristics,
parents’ socio-demographics, and family environment to parental stress and
psychological distress. Participants were parents of 225 mentally retarded children, of
whom 113 were fathers and 112 were mothers. The results indicate that the age of the
child was significantly associated with parents’ feelings of distress and psychiatric
symptom status, and parental stress was less when the child was older. Fathers’ work
appeared to be a significant predictor of parental stress, indicating that for fathers who
were not working the level of stress was higher than fathers who were working.
Lower socio-economic level was associated with greater symptom rates of cognitive
disturbance, depression, anxiety, and despair among parents.

Raj kumari gupta &Harpreet kaur (2010) examined the stress among the
parents of mentally retarded children. 102 parents formed the sample of the study.30
of them had children without disability. Results show that, most parents of children
with mental retardation experience higher mental stress as compared to the physical
stress.

2.4 STUDIES RELATED TO SOCIAL SUPPORT SYSTEMS

Cobb, (1976); Unger and Powell, (1980); Suelzle and Keenan, (1981); Wikler,
(1981); and McFarlane et al (1981) suggested the importance of social support in
cushioning the effect of life stressors on the mental well-being and social well-being
of an individual.

Fridrich, (1979); Fridrich & Friedrich (1981) focused on a child outcome,

have shown that social relationships and support available from several sources have a
positive impact on parental function.
 53

Suelzle and Keenam (1981) found that families with a Mentally Retarded child
tend to use Instrumental support, emotional and social support at different times in the
life cycle of their child, with emotional support being more important when the child
is young. For emergencies, families generally sought informal help from relatives.

A more descriptive study of use of support networks by parents of retarded

children was conducted by Suelzle and Keenan (1981), who collected survey data
cross-sectionally on 330 families of retarded children. Parents of younger retarded
children utilized more support networks and were more supportive of mainstreaming
whereas parents of older retarded children had less support, were more isolated, and
had greater need for expanded services.

Cleary and Mechanic (1983) compared social support for working mothers
with mothers at home and found that the social support received through work more
than compensated for the added pressure of managing both work and care of their
children.

Skrtic, Summers, Brotherson, & Turnbull, (1984) reported that socialization

is vital to the overall quality of life for most individuals. Families are the base from
which individuals learn to interact with others and keys to the achievement of
socialization for all members.

Moudgil, Kumar and Sharma (1985) noticed that those parents who get
maximum social and emotional support from spouse and family members, parents,
relatives and friends; experience less stress and problems.

Carl Dunst, Carol Trivette, and Art Cross’s (1986) Mediating Influences of
Social Support: Personal, Family and Child Outcomes, which identified social support
as buffering parental reactions and underscored some of the more complex
mechanisms that affect the impact of children on families.
 54

Slater et al., (1986), found that families who lack other sources of informal and
formal social support and experience stress as a result denied moral respite care
services than families for whom social support was not a problem.

Gray and Holden (1992) examined psychosocial well-being of parents

Mentally Retarded children. Parents who had better social support had lesser level of
emotional symptoms like ‘depression’, ‘anxiety’, ‘anger’ and parents of older retarded
children had lower level of ‘depression’, ‘anxiety’, and ‘anger’ may be because with
passing of time they learn to live with the problem.

Hodapp and Zigler (1993) opined that additional help need to be given to
families with Mentally Retarded children to avoid making families with handicaps
into “handicapped families”. It is true that when there is support, the problems
experienced by parents are less.

Akkok (1994) as per his studies, reported that parent training and education
about the nature of disabilities of their children can enhance the development of the
children with Mentally Retarded, because parents are the significant contributors to
the development of their children. They are the primary caretakers, managers,
behavior models, disciplinarians, and agents of socialization and change for their
children. If parents are adequately trained and taught they can be better teachers or
trainers to their disabled children then other formal professionals.

Burden among caregivers of children with mental disability was studied by

Datta et al (2001). This study determines the pattern of demographic, caregiver and
child characteristics that specially predict burden among the primary caregivers of
children with intellectual disability in India. 31 families with an intellectually disabled
child were assessed. Results predicted a high level of burden among the caregivers.
These results reinforce the importance of expressed emotion, perceived prognosis
 55

about disability and age of the disabled child in predicting burden among caregivers
of children with intellectual disability and thus a focused intervention.

Weiss (2002) assessed the effects of social support and hardiness on the level
of stress in mothers of typical children and children with developmental disabilities.
One hundred and twenty mothers participated (40 mothers of children with autism, 40
mothers of children with mental retardation, and 40 mothers of typically developing
children). Results indicated significant group differences in ratings of depression,
anxiety, somatic complaints and burnout. Regression analyses were conducted to
determine the best predictors of the dependent measures. Both hardiness and social
support were predictive of successful adaptation.

Douma JC, Dekker MC, Koot HM. (2006) studied the types of support
required by the parents of Mentally Retarded child needs and whether their needs are
met. In a sample of 745 youths (aged 10-24 years) with moderate to borderline ID,
289 parents perceived emotional and / or behavioural problems in their child. Most
parents needed some supports, especially friendly information. Parents who
perceived both emotional and behavioural problems in their child needed support the
most. The need for a friendly ear was met most often, whereas the need for parental
counseling was met least often. The parent’s main reasons for not seeking support
concerned their evaluation of their child’s problems.

Social support is important for health and stress relief, it increases resilience,
multiplies joy and softens sorrow.

Scott, E. (2007)Burton,(2007) quoted Bolger and Amarel (2007) says that the
social support system is as important for maintaining physical health as well as mental
health.
 56

2.5 STUDIES RELATED TO PROFESSIONAL SUPPORT

Gallet JP. (1983) concerned three points in Mentally Retarded child’s family
and the physician’s attitude towards this family. The first concerns disclosure of the
mentally handicap to the parents the reproductiveness of the mentally handicap, is the
second point. The third point is the future. The physician should discuss this problem
with the parents to enable them to voice their desires and their anxiety.

Current studies have demonstrated that there are parental needs at the time of
presentation of diagnosis that are not being met and that parent contact with helping
professionals must not end following the diagnostic period (Fischler & - Fleshman,
1985; Martin, George, O’Neal, & Daly, 1987; Murdoch, 1984). One reason why
intervention with the family of a child with a disability is so important is that the
child’s adjustment and rehabilitative progress is affected by the family’s strengths,
weaknesses, and emotional reactions (Power & Dell Orto, 1980).

Karayanni (1989) reported that if the parents of severe Mentally Retarded

children like ‘Down’s Syndrome’ are adequately counseled about their child’s
condition and future requirements then they can best be helped to increase their
coping mechanism to deal with this chronic stress. The author chooses two families
with ‘Down’s syndrome’ children. He explores the cultural considerations which are
to be remembered by the treating team. Aim of this study was to present implications
and suggestions to professionals to help parents of children with Down’s syndrome to
function better and to extend maximum help to their children.

Llewellyn G. (1995) says from the professional perspective, parenting by

people with mental retardation, or intellectual disability, is regarded with concern.
Little attention has been paid to what constitutes social support for these parents. A
qualitative design was used to explore views of parents with intellectual disability
about their relationships and social support for their parenting. Most emphasis was
 57

placed on the support received from and given to their spouses or partners. Support
was not always viewed as beneficial; rather, it was sometimes viewed as a restraint as
well as a resource for parenting.

Golbert and Mukherjee (1999) contributed that professionally oriented

training program to the parents of the disabled children can reduce their feeling of
hopelessness, resentment, and increase the ability to cope with this chronic stress.
Those authors formulated a specially designed training program for the parents of
‘spastic children’ in a center namely, “Spastic Society of Eastern India” (now Indian
Institute of cerebral Palsy, IICP). They commented that favourable results can be
expected if proper guidance program is initiated for those parents.

Hendriks et al (2000) studied the changes in well-being of parents with a child

in a therapeutic toddler class. Parents perceived a positive change in well-being 10
months after their child started visiting the therapeutic toddler class. Mothers as well
as fathers said to have gained more insight in their child's abilities and to feel less that
they are all on their own. The impact of the toddler class program on well-being was
greater for mothers than for fathers, especially with respect to feeling fit, planning
social activities, and having time for their own relaxation. Fathers, however, gained
more insight about the abilities of the child than mothers did after ten months.

Ryan et al (2001) reported that physicians can provide the necessary support
to parents of intellectually disabled children. He stresses the physician’s unwitting
participation in abuse and neglect of persons with developmental disabilities. The vast
majority of birth parents and foster parents for children with special needs do the best
they can in challenging circumstances. Many describe the frustrating circumstance of
knowing more than their physicians about their child's unusual medical conditions.
Physicians are therefore well-advised to listen carefully to the reports of observant,
 58

caring parents and foster parents, and to give these observations at least as much
weight as their own.

De Geeter KI, Poppes P, Vlaskamp S. (2002) studied the co-operation of

parents and professionals. A questionnaire was sent to 723 parents of children with
Mental Retardation enquiring about their relationship with the professionals at their
child’s school for special education. The results demonstrate that parents regard co-
operation in a favorable light.

Thyen et al (2003) sought to determine the independent effect of unmet health

needs on family burden, in addition to the effects of functional impairment and
parental care load, in children and adolescents with disabilities. It was found that lack
of medical services, contributed significantly to family burden. Addressing unmet
health needs may alleviate the impact of caring for a child with a disability.

Thiyam Kiran Singh, Vishal Indla, Ramasubba Reddy Indla (2008) Studied
both positive and negative impact on parents of Mentally Retarded Children so as to
help manage this problem in the best possible way. The study was conducted at the
outpatient department of P.G.I. Behavioral and Medical Sciences, Raipur, and two
special schools of mentally challenged children and it was done by purposive
sampling method. Using specially designed semi-structured socio demographic and
clinical data sheet, information was gathered about mentally challenged children and
their parents. Results of this study show that parents reported more positive impact
(55.38%). They had developed more patience, more tolerance, more empathy, more
sensitivity, and better relationships among the couple because of having such a child
in their family. Reporting of more positive and less negative impact may be due to
better coping mechanisms, more awareness and training about the behavioral
intervention techniques, various benefits provided by the Government and support by
various Non-Governmental Organizations, etc.
 59

2.6 CONCLUSION

The studies thus far reviewed give a clear indication of the impact that a child
with Mental Retardation can have on the family and on the society. Limited studies
have been done on the social problems of parents of Mentally Retarded children in
various dimensions and about the awareness of social support systems available in the
society. So this present study focuses on the social problems of parents of Mentally
Retarded children and also the awareness of the parents regarding the social support
systems available for them in the society they live in.
 60

CHAPTER - 3

RESEARCH METHODOLOGY

3.1. INTRODUCTION

3.2. RESEARCH DESIGN

3.3. OBJECTIVES OF THE STUDY

3.4. HYPOTHESES

3.5 CONCEPTUAL FRAME WORK

3.6. DEFINITIONS OF TERMS

3.7. TOOLS FOR DATA COLLECTION

3.8. VARIABLES

3.9. UNIVERSE AND SAMPLING

3.10. PILOT STUDY

3.11. PRE-TEST

3.12. DATA COLLECTION

3.13. PROBLEMS ENCOUNTERED BY THE RESEARCHER

3.14. LIMITATIONS OF THE STUDY

 61

3.1 INTRODUCTION

The family is characterized as a diverse and evolving social system.

Regardless of the structure of the unit, the family is centered on an emotional bond
between parents and children. The family provides a socially acceptable vehicle for
bringing children into the world. As seen in the previous chapter the presence of a
Mentally Retarded child does cause additional burden and disturbance in a family.

3.2 RESEARCH DESIGN

This study initially intends to understand the socio-demographic background of

families with Mentally Retarded children. Later focuses on the social problems faced
by parents of Mentally Retarded children.

The study intends to find out the effects of age of the child, Gender and level
of retardation of the child while analyzing the social problems faced by the parents of
Mentally Retarded children.

Descriptive study focus on the portrayal of the characteristics of a group and it

is related largely to the present, and abstracting generalizations by the cross sectional
study of the current situation and also analyses the views of the target population.
Hence this study will be based on the descriptive design.

3.3 OBJECTIVES OF THE STUDY

The general aim of this study is to understand the social problems of

parents of Mentally Retarded Children.

1. To study the socio-demographic background of parents having Mentally Retarded

children.

2. To assess the burden on daily routine of parents of Mentally Retarded Children.

 62

3. To study the problems faced by the parents of Mentally Retarded children within
their family.

4. To study the problems faced by the parents of Mentally Retarded Children in the
society.

5. To study the problems experienced by the parents of Mentally Retarded children

in various areas like finance, occupation and health.

6. To study the problems experienced by the parents in educating their Mentally

Retarded children.

7. To study the association between socio-demographic variables and the major

subject dimensions studied.

8. To study the social support systems available in the society for the parents having
Mentally Retarded children.

9. To assess the social support system as perceived by the parents of Mentally

Retarded children.

10. To identify suitable measures for parents to cope with Mentally Retarded
Children.

3.4 HYPOTHESES

Based on the above objectives, the following research hypotheses were

framed to have a detailed understanding of the study.

1. There is a significant difference between the gender of the child and social
problems of parents.
 63
2. There is a significant difference between the social problems faced by the fathers
and mothers.

3. There is a significant difference between the social problems of parents and their
area of living.

4. There is a significant difference between the type of family and social problems of
parents.

5. The nature of occupation has an impact on social problems of the parents.

6. There is a significant association between the religion of parents and level of

social problems.

7. There is a significant relationship between the age group of Children and level of
social problems of parents.

8. Higher the level of retardation of the child, Higher the level of social problems for
parents.

9. Age of Parents have significant association with level of social problems.

10. Educated parents have high level of social problems.

11. There is a significant association with the family income and financial problems
of parents.

12. Level of retardation of male children has significant association with level of
social problems of parents.

13. Level of retardation of female children has significant association with level of
social problems of parents.

14. Age of male children have significant association with level of social problems of
parents.
 64

15. Age of female children have significant association with level of social problems
of parents.

16. The area of living has association with the awareness level of parents about the
Governmental and Non - Governmental help.

17. The Nature of Occupation has association with the awareness level of parents
about the Governmental and Non-Governmental help.

18. Age of the children has an impact on the awareness level of parents about the
Governmental and Non-Governmental help.

19. Level of Education of parents has association with the awareness level of parents
about the Governmental and Non-Governmental help.

20. Level of Awareness about social support systems depends on the level of income
of parents.

3.5 CONCEPTUAL FRAME WORK

Raising a child who is Mentally Retarded requires emotional strength and

flexibility. The child has special needs in addition to the regular needs of all children,
and parents can find themselves overwhelmed by various medical, care giving,
financial and educational responsibilities. Whether the special needs of the child are
minimal or complex, the parents are inevitably affected. Support from family,
friends, the community or paid caregivers is critical in maintaining the balance in the
home.

Emotional Issues

Parents of Mentally Retarded children commonly experience a gamut of

emotions over the years. They often struggle with guilt. One or both parents may feel
as though they somehow caused the child to be disabled, whether from genetics,
 65

alcohol use, stress, or other logical or illogical reasons. This guilt can harm the
parent’s emotional health if it is not dealt with. Some parents struggle with “why”
and experience a spiritual crisis or blame the other parent. Most parents have
aspirations for their child from the time of her birth and can experience severe
disappointment that she will not be president, a physician, an actor or whatever they
had in mind. Occasionally, parent feels embarrassed or ashamed that their child is
Mentally Retarded.

There are a few studies in India that have demonstrated that the presence of a
child with Mental Retardation can cause emotional reactions like stock-guilt etc
(Seshadri, et al., 1983; Narayan 1979) increase in interpersonal conflicts among
family members (Jain & Sathyavathi, 1969), social isolation (Narayan, 1979) and
added responsibilities (Jain & Sathyavathi 1969). However there is a paucity of
systematic research related to the understanding of the social problems of parents with
Mentally Retarded Children. The present research is an attempt to study the perceived
social problems of parents having children with Mental Retardation.

Physical Exhaustion and Stress

Physical exhaustion can take a toll on the parents of a Mentally Retarded child.
The degree of this is usually related to the amount of care needed. The Mentally
Retarded child may have more physician and other health-care appointments than a
typical child and may need close medical monitoring. The child may also need to be
watched to avoid inadvertent self-harm such as falling down stairs or walking into the
street. These additional responsibilities can take a physical toll on a parent, leading to
exhaustion.

Stress experienced by families of children with Mentally Retarded does create

burden to the family in many areas and disrupts family functioning as well. It is
logical to think that if stress is associated with parenting a disabled child, the marital
 66

relationship and family functioning will be vulnerable to the effects of that increased
stress as well.

School-Related Issues

The parent of a child with Mentally Retarded may have to deal with complex
issues related to education. Either a private education must be sought, or an adequate
public education must be available. Parents often have to advocate for their child to
receive a quality educational experience that will enrich her/him. This often requires
close parental contact with the school system. The parent must monitor the child’s
interactions with others to ensure that she/he is not being bullied. Transportation to
and from school may require a specialized bus or van, and children with severe
disabilities may need to be schooled at home.

Job related concerns

Parents with Mentally Retarded children have to depend on others to look after
their child, when they go to their work place. The parents also believe that their work
performance level gets affected and they lack concentration in their job or business.
They are reluctant to accept any transfers or change of job because of the
responsibilities associated with the care of Mentally Retarded child. They may have to
sacrifice their job to take care of the child or they have to move to an area where
rehabilitation servicers available for their retarded child.

Financial concerns

Raising a child with a Mental Retardation may be more expensive than raising
a typical child. These expenses can arise from medical equipment and supplies,
medical care, care giving expenses, private education, tutoring, adaptive learning
equipment or specialized transportation. The care of the child may last a lifetime
 67

instead of 18 years. Parents may have to set aside money in a trust fund for the
child’s care when they pass away.

Social concerns

Research has documented that the child with mentally Retarded may also
influence functions related to meeting basic family needs, self-identify needs,
economic needs, daily care needs, recreation needs, socialization etc. The
responsibilities associated with the care of children with Mental Retardation may have
an impact on the parent’s psychological, physical, financial and social well being over
time (Seligman & Myerson, 1982 venture & Boxx, 1983. Gallagher et al., 1983;
quine & Paul 1985)

The presence of a child with Mental Retardation may also curtail the recreation
needs and often imposes social restrains on the family (MC Andrew, 1976, ROOS
1977, Wickler, 1981, Strain, 1982, Skrtic et al 1984, Vadasy et al 1984; Brotherson,
1985; Gold farb et al 1986). Parents may also develop low self esteem which in turn
affects social integration and social participation of the family members.

Taking all these factors into considerations the intention of this research is to
understand the social problems of parents having Mentally Retarded children and to
suggest the available social support systems which maximize their social integration.
The grandparents and siblings have not been considered as part of this study.

This study focuses mainly on social problems of parents of Mentally Retarded

children under seven major dimensions. Namely;

Burden on daily routine

Parents of Mentally Retarded children have to give complete assistance to their
child through out the day, which results in total up set of the routine work at
home, office, etc.
 68

Problems faced within the family

Other members of family are reluctant to attend the Mentally Retarded child’s
needs and they even tease the parents. Friends and relatives avoid visiting the
house. Even the marital life is in question between the parents of Mentally
Retarded child.

Health problems
Almost all parents of Mentally Retarded children are worsely affected both
physically and mentally. They become depressed and ailments such as high
blood pressure, sleeplessness, heart burn, diabetics are commonly found among
the parents. There are many parents with intension to commit suicide.

Education of the child

Availability of special schools is limited and very difficult to get admission in
special school which is suitable for the child’s needs. The fees are in higher
side and proximity to the special schools is also in question.

Financial problems
Parent’s financial position gets worsened due to the expenses towards
educational fees, therapy charges, medical expenses and care taking of
Mentally Retarded child. The parents have to limit the expenses for self and for
other children in the family.

Problems faced in the job

Parents of Mentally Retarded children have to depend on others to look after
their child when they have to go to work place. They are not able to expose
their job skills and they cannot accept any promotions and change in work
place due to the non – availability of rehabilitation centers and special schools
for their child.
 69

Problems faced in the society

The Mentally Retarded child becomes mockery to other children and people do
not accept the presence Mentally Retarded child in functions and in areas of
recreation, which causes mental stress to the parents and they have to live a
secluded life.

3.6 DEFINITIONS OF TERMS

Problem

A problem is an obstacle which makes it difficult to achieve a desired goals

objective or purpose. It refers to a situation, condition, or issue that is yet unresolved.
In a board sense, a problem exists when an individual becomes aware of a significant
difference between what actually is and what is desired. Every problem asks for an
answer or solution.

In society, a problem can refer to particular, social issues, which if solved

would yield social benefits, such as increased harmony or productivity and conversely
culminated hostility and disruption.

Social Problems

Situations affecting a significant number of people that are believed to be

sources of difficulty or threaten the stability of the community, and that require
programs of amelioration.

Society

A long-standing group of people sharing cultural aspects such as language,

dress, norms of behavior and artistic forms.
 70

Parent

A parent is a father or mother, one who gives birth to and/or nurtures and raises
an off spring. The different role of parents varies throughout the tree of life, and is
especially complex in human culture.

Mother

A mother is the biological or social female parent of a child or offspring. The

maternal bond describes the feelings the mother has for her (or another’s) child. In
the case of a mammal such as a human, the mother gestates her child (called first an
embryo, then a fetus) in the uterus from conception until the fetus is sufficiently well-
developed to be born. The mother then goes into labour and gives birth. Once the
child is born, the mother produces milk to feed the child.

Father

A father is traditionally the male parent. Like mothers, fathers may be

categorized according to their biological, social or legal relationship with the child.
Historically, the biological relationship paternity has been determinative of
fatherhood. However, proof of paternity has been intrinsically problematic and so
social rules often determined who would be regarded as a father e.g. the husband of
the mother.

Children
Authors of English Dictionaries (Brown, 1993; Simpson & Weiner, 1989;
Hughes, Michell & Ramson, 1992) provide various definitions also for a child (plural,
children):
 A young human being below the age of puberty
 An unborn or new born human being
 One’s son or daughter at any age
 71

Mental Retardation

Mental Retardation is a term used when a person has certain limitations in

mental functioning and in skills such as communicating, taking care of him or herself,
and social skills. These limitations will cause a child to learn and develop more
slowly than a typical child. Children with mental retardation may take longer to learn
to speak, walk and take care of their personal needs such as dressing or eating. They
are likely to have trouble learning in school. They will learn, but it will take them
longer. There may be some things they cannot learn.

IDEA’s – Definition

Our Nation’s Special Education Law, the IDEA (Individual with Disabilities
Education ACT) defines mental retardation as. “Significantly sub average general
intellectual functioning, existing concurrently with deficits in adaptive behavior and
manifested during the developmental period, which adversely affects a child’s
educational performance”.

1995 – PD Act – Definition

“According to the person with disability (Equal opportunities, protection of

Rights and full participation) Act 1995” Mental Retardation means a condition of
arrested or in complete development of mind of a person which is specially
characterized by sub normality of intelligence.

DSM IV - Definition

According to DSM IV Mental Retardation is defined as significantly sub-

average general intellectual functioning that is accompanied by significant limitations
in adaptive functioning in at least two of the following skill areas. Communications,
self care, home - living, interpersonal skill, use of community resources, self-
 72

direction, functional academic skills, work, leisure, health and safety with an onset
before age of 18 years.

AAIDD - Definition

According to American Association on Intellectual and Developmental

Disabilities Mental Retardation is a disability characterized by significant limitations
both in intellectual functioning and in adaptive behavior as expressed in conceptual,
social, and practical adaptive skills. This disability originates before age 18.

Social Integration

Social Integration can be seen as a dynamic and principled process where all
members participate in dialogue to achieve and maintain peaceful social relations.
Social integration does not mean coerced assimilation or forced integration.

Social Support

Social Support means the resources that are provided by other persons (Cohen
& Syme, 1985). It is a multi-dimensional construct that includes physical and
instrumental assistance, attitude transmission, resources and information sharing and
emotional and psychological support (Dunst and Trivette, 1986).

Social support is understood as “whatever it takes” to increase the family’s

ability to care for their child, improve the quality of the family’s life and prevents the
child with a disability from having to live outside his/her natural home. The
intervening effect of mediators like social support will enable parents to cope up
better with the situation thus minimizing the effect of problems they face in the family
and in society.
 73

3.7 TOOLS FOR DATA COLLECTION

For the purpose of collecting information for the study, a Questionnaire in

TAMIL language which consists of 170 questions, under 2 major sections was used.
A brief description of the tools is presented here. Additional information of the tools
is appended.

The Initial data collection was done with a self prepared socio-demographic
schedule. The schedule elicited information of the respondents on age, sex,
relationship to the child, area of residence, family type, occupation, income and
religion. It also consisted of items pertaining to the Mentally Retarded children in the
family. Information was obtained regarding the age, sex, and level of retardation of
the child.

3.8 VARIABLES

Independent variables related to child

Age

Sex

Level of retardation

Independent variables related to parents

Age

Sex

Education level

Family income

Nature of family

Area of residence

Religion

Occupation
 74

3.9 UNIVERSE AND SAMPLING

Parents with Mentally Retarded Children were chosen as the universe for this
study. This study was conducted at 8 special schools for Mentally Retarded Children
in Greater Chennai.

Namely:
1) Sathyalok School for the Special Children

2) Don Guanella Society for the Rehabilitation of the Disabled

3) Carmel Centre for Mentally Retarded

4) Balavikas Special School for the Mentally Retarded

5) Therisa Rehabilitation Centre for the Disabled

6) Maithree’s School for the Special Children

7) Puthuir School for the Special Children

8) Balavihar School for the Special Children

Details of the universe are given below:

The sample includes parents of children with Mental Retardation. The sample
consists of either mothers or fathers based on the mutually defined inclusion criteria.

The census method was adopted and all the parents of Mentally Retarded
children within the age group of 4-18 years from the above mentioned special schools
are included to study the social problems of parents of Mentally Retarded children. A
census is a count of all the elements in a population.
 75

3.9. A. NUMBER OF CHILDREN WITH MENTAL RETARDATION

ACCORDING TO THE AGE IN 8 SPECIAL SCHOOLS

S. NUMBER OF CHILDREN
No. NAME OF THE
SCHOOL BOYS GIRLS

AGE TOTAL AGE TOTAL

4-8 9-13 14-18 4-8 9-13 14-18

Sathyalok School
1. for the Special 15 24 23 62 12 12 11 35
Children
Don Guanella
2. Rehabilitation 10 17 18 45 6 5 6 17
Centre
Carmel Centre for
3. Mentally Retarded 11 21 9 41 8 8 5 21

Balavikas Special
4. School 13 19 8 40 9 7 7 23

Therisa
5. Rehabilitation 9 14 12 35 4 6 8 18
Centre
Maithree’s School
6. for the Special 12 21 14 47 9 8 6 23
Children
Puthuir School of
7. the Special Children 14 17 12 43 8 9 7 24

Balavihar School for

8. the Special Children 13 18 14 45 11 8 12 31

TOTAL 97 151 110 358 67 63 62 192

BOYS = 358
GIRLS = 192
TOTAL = 550
 76

3.10. PILOT STUDY

The researcher undertook the pilot study to ascertain the feasibility of

conducting the research. Visits were made to the respective special schools in Greater
Chennai to obtain permission from the school authorities to conduct the study with the
parents who have children with Mental Retardation in their school. The purpose and
need of the study was explained to the school authorities and the parents. Suggestions
and opinions were obtained from the parents and these were incorporated in the study.
The total number of children in each school was ascertained and their level of
retardation, and chronological age was also noted. Based on this information the tools
were finalized and dates were decided for data collection.

3.11. PRE-TEST

The questionnaires were tried on a small sample of 10 respondents during the

pre-test. The parents were called for a meeting in the school and were explained the
process of data collection. A few questions were included in the schedule. The total
time to ascertain the responses from these respondents was found to be one hour. The
final form of the questionnaire was thus determined.

3.12. DATA COLLECTION

The scales were administered to the sample of 550 respondents. The respondents
from each special school were called for a parents meeting by the schools. These
respondents were briefed about the aim of the study and the answering mode. They were
then administered with the questionnaires. Item wise explanation was given in the
vernacular. The responses to the scales were scored with the help of the scoring key to
obtain an overall index for all the scales. Data collection was carried out from June 2009 to
February 2010.
 77

3.13. PROBLEMS ENCOUNTERED BY THE RESEARCHER:

The parents had to be assembled in the special schools at a particular day and time
to collect the details. But not all parents had come as specified .The researcher
then made home visits to collect the information.

3.14. LIMITATIONS OF THE STUDY:

The present study has been done only with parents of school going children with
mental retardation. Many children, who are in home based care, have not been
included in the purview of the research.
 78

CHAPTER - 4

ANALYSIS AND INTERPRETATION

4.1. INTRODUCTION

4.2. STATISTICAL MEASURES APPLIED

4.3. ANALYSIS AND INTERPRETATIONS

4.4. HYPOTHESES TESTING

4.5. CONCLUSION
 79

4.1. INTRODUCTION

In this study, the social problems faced by the parents of Mentally Retarded
Children have been analyzed with the help of a Questionnaire in TAMIL language
which consist of 170 questions, under 2 major sections. The first section related to
the social problems faced by the parents of Mentally Retarded children and the second
section related to the awareness of the parents with Mentally Retarded children as
detailed below.

I. PROBLEMS FACED BY THE PARENTS OF MENTALLY RETARDED

CHILDREN

a) Burden on daily routine

b) Problems faced within the family
c) Health problems
d) Education of the child
e) Financial problems
f) Problems faced in the job
g) Problems faced in the society

II. AWARENESS OF PARENTS

a) Non-Governmental help
b) Governmental help

4.2. STATISTICAL MEASURES APPLIED:

The end result of data collection is the accumulation of raw data, in a

quantitative form; such data are then summarized and subjected to statistical analysis.
Standard scoring procedure – 3 Point Likert scale was adopted and data was analyzed
statistically by using the SPSS (Statistical package for social sciences) and tabulated.
The discussions and interpretations have been detailed.
 80

4.3. ANALYSIS AND INTERPRETATIONS:

TABLE: 4.3.A

DISTRIBUTION OF RESPONDENTS BY THEIR

SOCIO-DEMOGRAPHIC CHARACTERISTICS

S.No. Socio-Demographic characteristics No. of Respondents Percentage

(n:550)

1. Residence

Urban 470 85.5

Rural 80 14.5

2. Type of Family

Nuclear 447 81
Joint 103 19

3. Religion

Hindu 473 86
Muslim 23 4
Christian 54 10

4. Relationship

Father 292 53
Mother 258 47

From the above table it is observed that 85.5 percent of the families are urban
dwellers and 81 percent of the families are Nuclear families. Out of 550 respondents
47 percent are Mothers of Mentally Retarded Children. Out of 550 respondents 86
percent are Hindus, 10 percent are Christians and 4 percent are Muslims.
 81

FIGURE – 4.3.a

RESPONDENTS BY THEIR LOCALITY

470 80 80

URBAN
RURAL
 82

FIGURE – 4.3.b

RESPONDENTS BY THEIR FAMILY TYPE

500 447
450
400
350
300
NO OF RESPONDENTS

250
200
150 103
100
50
0
NUCLEAR JOINT
1 2

TYPE OF FAMILY
 83

FIGURE – 4.3.c

RESPONDENTS BY THEIR RELIGION

500 473
450

400

350
NO OF RESPONDENTS

300

250

200

150

100
54
50 23
0
HINDU
473 MUSLIM
23 CHRISTIAN
54

RELIGION
 84

FIGURE – 4.3.d

RESPONDENTS BY THEIR RELATIONSHIP

258

292

MOTHER
FATHER
 85
TABLE: 4.3.B
DISTRIBUTION OF RESPONDENTS BY THEIR
SOCIO-DEMOGRAPHIC CHARACTERISTICS

S.No. Socio-Demographic characteristics No. of Respondents Percentage

(n:550)

1. Age of Parents

35 years and Below 132 24

Above 35 years 418 76

2. Parent’s Education

Educated 361 66
Uneducated 189 34

3. Occupation

Labours 306 56
Business/Private 167 30
Government 77 14

4. Family Income

Rs. 3,000 & above 439 80

Below Rs. 3,000/- 111 20

From the above table it is observed that 76 percent of the parents are in the age
group of above 35 years and 24 percent are in the age group of below 35 years. With
regard to education, 66 percent of the respondents are educated. Regarding the
occupation of the parents, majority of 56 percent are laborers. With regard to family
income 80 percent of families earn Rs.3000/- & above and only 20 percent of the
families the low income group i.e. below 3000/-.
 86

FIGURE – 4.3.e

RESPONDENTS BY THEIR AGE

500
418
400
NO OF RESPONDENTS

300

200
132
100

0
BELOW 35 YEARS ABOVE 35 YEARS
1 2

AGE GROUP
 87

FIGURE – 4.3.f

RESPONDENTS BY THEIR EDUCATION

450
361
375

300

225 189
NO OF RESPONDENTS

150

75

0
EDUCATED UNEDUCATED
1 2
EDUCATION
 88

FIGURE – 4.3.g

RESPONDENTS BY THEIR OCCUPATION

375

306
300
NO OF RESPONDENTS

225
167
150

77
75

0
PRIVATE/ GOVERN
1
LABOUR 2
BUSINESS 3
-MENT

OCCUPATION
 89

FIGURE – 4.3.h

RESPONDENTS BY THEIR FAMILY INCOME

LOW 111

439 HIGH
 90

TABLE: 4.3.C

DISTRIBUTION OF SOCIO-DEMOGRAPHIC CHARACTERISTICS OF

MENTALLY RETARDED CHILDREN

S.No. Socio-Demographic characteristics No. of Respondents Percentage

(n:550)

1. Level of Retardation

Mild 387 70.4

Moderate 138 25.1

Severe 25 4.5

2. Gender of the Child

Male 358 65

Female 192 35

3. Age of the Child

4 – 8 years 164 29.8

9-13 years 214 38.9

14-18 years 172 31.3

From the above table it is observed that 70.4 percent of the children have mild
Mental Retardation whereas 25.1 percent have moderate Mental Retardation and only
4.5 percent have severe retardation. Out of 550 children having mental retardation 65
percent are male and 35 percent are female. With regard to age, 29.8 percent are
between the ages of 4-8 years, 38.9 percent are in the age group of 9-13 years and
31.3 percent are in the age group of 14-18 years.
 91

FIGURE – 4.3.i

RESPONDENTS BY THE CHILD LEVEL OF RETARDATION

450
387
375
NO OF RESPONDENTS

300

225
138
150

75 25
0
1
MILD MODER
MODERATE2 3
SEVERE

LEVEL OF RETARDATION
 92

FIGURE – 4.3.j

RESPONDENTS BY THE GENDER OF CHILD

450

375 358

300
NO OF RESPONDENTS

225
192

150

75

1 2
MALE FEMALE
GENDER
 93

FIGURE – 4.3.k

RESPONDENTS BY AGE GROUP OF THE CHILD

250
214

200
172
164
N O O F R ESPO N D EN T S

150

100

50

0
1 2 3

4~8 YRS 9~13 YRS 14~18 YRS

AGE GROUP OF THE CHILD

 94

TABLE: 4.3.D
LEVEL OF PROBLEMS OF PARENTS OF MENTALLY
RETARDED CHILDREN

S.No. Dimension No. Of Respondents Percentage (%)

1. Burden on daily routine

Low level 148 27

Moderate 264 48

High level 138 25

2. Problem faced in society

Low level 138 25

Moderate 266 48

High level 146 27

3. Family

Low level 141 26

Moderate 266 48

High level 143 26

4. Job

Low level 144 26

Moderate 202 37

High level 204 37

 95
(Table 4.3.D Continued)

S.No. Dimension No. Of Respondents Percentage (%)

5. Financial

Low level 142 26

Moderate 236 43

High level 172 31

6. Education

Low level 152 28

Moderate 247 45

High level 151 27

7. Health

Low level 152 28

Moderate 244 44

High level 154 28

8. Overall

Low level 142 26

Moderate 263 48

High level 145 26

In the above table, the level of problem faced by the parents with Mentally
Retarded Children is summarized. From this, it is observed that in the overall
position, 48% of the parents are in the scale of moderate level and 26% are with high
level.
 96

TABLE: 4.3.E

GENDER BASED SOCIAL PROBLEMS OF PARENTS OF MENTALLY

RETARDED CHILDREN

‘t’ test was done to find out the significant difference between two groups in
terms of the particular variables. The‘t’ test was therefore done to analyze the fathers
and mothers perception through the various dimensions of burden, problems faced in
society, with in the family, job, finance, education of the child and health.

S.No. Dimensions Mean S.D Statistical

inference

1. Burden on daily routine

t=6.558
Male: (358) 36.32 9.806
P<0.05
Female:(192) 41.73 8.038
Significant

2. Problem faced in society

t=8.261
Male: (358) 46.54 10.348
p<0.05
Female: (192) 53.17 5.585
Significant

3. Family
t=5.774
Male: (358) 39.89 9.784
P<0.05
Female : (192) 44.39 6.212
Significant
 97

(Table 4.3.E Continued)

S.No. Dimensions Mean S.D Statistical

inference

4. Job
t=1.096
Male: (358) 15.85 5.392
p<0.05
Female : (192) 16.39 5.455
Significant

5. Financial
t=2.852
Male: (358) 10.22 6.072
p<0.05
Female: (192) 11.86 7.062
Significant

6. Education
t=1.001
Male: (358) 29.41 7.129
p>0.05
Female: (192) 30.04 7.075
Not
Significant

7. Health
t=8.630
Male: (358) 12.39 9.330
P<0.05
Female : (192) 20.14 11.237
Significant

8. Overall
t=10.446
Male : (358) 190.62 30.943
p<0.05
Female : (192) 217.72 24.980
Significant
 98

The‘t’ test between the Gender of the Child with Mental Retardation reveals a
different angle as to that of findings of Shanmugavelayudham (1999) i.e. There is a
significant difference in terms of burden experienced by parents having male or
female Mentally Retarded Child.

According to study conducted among 550 parents of Mentally Retarded

Children (Male 358 and Female 192) there is significant difference in problems faced
in the society, with in the family, financial problems, job and health of parents.

The above table reveals that there is a significant difference between the
gender of the child and social problems of parents with Mentally Retarded Children.

TABLE: 4.3.F

SOCIAL PROBLEMS OF FATHERS AND MOTHERS OF

MENTALLY RETARDED CHILDREN

S.No. Dimensions Mean S.D Statistical

inference

1. Burden on daily routine t=1.263

Father : (292) 38.70 9.493 P>0.05

Mother: (258) 37.66 9.655 Not

Significant

2. Problem faced in society t=0.628

Father : (292) 49.09 9.644 p<0.05

Mother: (258) 48.58 9.374 Significant

 99

(Table 4.3.F Continued)

S.No. Dimensions Mean S.D Statistical

inference

3. Family t=1.141

Father : (292) 41.87 8.759 p>0.05

Mother: (258) 41.00 9.176 Not

Significant

4. Job t=0.021

Father : (292) 16.04 5.459 p>0.05

Mother: (258) 16.03 5.375 Not

Significant

5. Financial t=2.077

Father : (292) 10.25 6.421 p<0.05

Mother: (258) 11.40 6.496 Significant

6. Education t=0.879

Father : (292) 29.38 7.496 p>0.0 5

Mother: (258) 29.91 6.649 Not

Significant

7. Health t=2.086

Father : (292) 14.20 10.773 p<0.05

Mother: (258) 16.10 10.518 Significant

 100

(Table 4.3.F Continued)

S.No. Dimensions Mean S.D Statistical

inference

8. Overall t=0.425

Father : (292) 68.33 31.716 p<0.05

Mother: (258) 77.78 31.800 Significant

It is seen from the above table that there is no significant difference between
the fathers and mothers with the burden in looking after the Mentally Retarded Child
in their daily routine, problems faced in the society, within their family, job of parents
and in educating their Mentally Retarded Child. There is significant difference
between fathers and mothers with the problems faced in the society, financial
problems and health problems.

Mother’s perception of problem is more with the high of 77.78 percent and
father with 68.38 percent. This indicates that, there is a significant difference between
mothers and fathers in social problems where mother face high level of problems
compared to that of fathers.

Holroyd and Guthrie (1979) found that mothers generally feel burdened and
deprived of normal family life because of the presence of a Mentally Retarded child.

However Beckman (1991) compared mothers and fathers perception of the

effect of young children with or without disabilities and mothers reported
experiencing more burden than fathers.
 101

TABLE: 4.3.G

SOCIAL PROBLEMS OF PARENTS OF MENTALLY RETARDED

CHILDREN BASED ON THE AREA OF LIVING

S.No. Dimensions Mean S.D Statistical

inference

1. Burden on daily routine t=0.570

Urban : (470) 38.11 9.490 P>0.05

Rural : (80) 38.78 10.104 Not

Significant

2. Problem faced in society t=0.455

Urban : (470) 48.78 9.692 p>0.05

Rural : (80) 49.30 8.426 Not

Significant

3. Family t=0.646

Urban : (470) 41.36 9.031 p>0.05

Rural : (80) 42.06 8.557 Not

Significant

4. Job t=1.054

Urban: (470) 16.14 5.608 p<0.05

Rural : (80) 15.45 4.078 Significant

 102
(Table 4.3.G Continued)

S.No. Dimensions Mean S.D Statistical

inference

5. Financial t=0.275

Urban : (470) 10.76 6.395 p>0.05

Rural : (80) 10.98 6.974 Not

Significant

6. Education t=1.207

Urban : (470) 29.66 7.218 p>0.05

Rural : (80) 29.41 6.476 Not

Significant

7. Health t=1.207

Urban : (470) 14.87 10.678 P>0.05

Rural: (80) 16.43 10.705 Not

Significant

8. Overall t=0.708

Urban : (470) 199.68 32.163 p>0.05

Rural : (80) 202.40 29.152 Not

Significant

From the above table it is seen that there is no significant difference between
the parents of Mentally Retarded Children living in urban area and rural area, except
in their job related problems.
Peshwaria (1995) reported that the area of residence indicated that parents
living in urban cities experienced significantly greater emotional reactions than
 103

parents living in non-urban area. But, According to the sample study conducted
among 550 parents of Mentally Retarded Children, reveals that there is no significant
difference between them. This is because of the Media development, which plays a
vital role among the parents living in rural areas. More over the social service
organizations which serve in the rural areas educate the people about the disabilities
of the children.
TABLE: 4.3.H

SOCIAL PROBLEMS OF PARENTS OF MENTALLY RETARDED

CHILDREN WITH REGARD TO THE TYPE OF FAMILY

S.No. Dimensions Mean S.D Statistical

inference

1. Burden on daily routine t=1.214

Nuclear : (447) 37.97 9.591 P>0.05

Joint : (103) 39.24 9.482 Not

Significant

2. Problem faced in society t=0.633

Nuclear : (447) 48.73 9.516 p>0.05

Joint : (103) 49.39 9.527 Not

Significant

3. Family t=1.702

Nuclear : (447) 41.15 8.945 p>0.05

Joint : (103) 42.82 8.940 Not

Significant
 104

(Table 4.3.H Continued)

S.No. Dimensions Mean S.D Statistical

inference

4. Job t=0.240

Nuclear : (447) 16.01 5.183 p<0.05

Joint : (103) 16.16 6.352 Significant

5. Financial t=0.853

Nuclear : (447) 10.68 6.551 p>0.05

Joint : (103) 11.28 6.148 Not

Significant

6. Education t=0.175

Nuclear : (447) 29.60 6.871 p>0.05

Joint : (103) 29.74 8.103 Not

Significant

7. Health t=0.260

Nuclear : (447) 15.04 10.685 P>0.05

Joint : (103) 15.34 10.743 Not

Significant

8. Overall t=1.379

Nuclear : (447) 199.18 31.982 p>0.05

Joint : (103) 203.96 30.470 Not

Significant
 105

Peshawaria et.al (1995) reported that parents living in joint or extended

families face greater extra demands, career adjustments, mental worries, emotional
relations and strained relationships.
According to the research now conducted, there is no significant difference
between nuclear and joint families with regard to the dimensions of burden, problem
faced in the society, within family, financial, child’s education and health of the
parents. But there is a significant difference found in the area of job.

TABLE: 4.3.I

SOCIAL PROBLEMS OF PARENTS OF MENTALLY RETARDED

CHILDREN WITH REGARD TO THE OCCUPATION

One way analysis of variance (F test) is used to find out the variance within
groups and the variance between groups, namely the different religions, level of
severity of the disabled of the child.

S.No. Dimensions Df Sum of Mean Mean Statistical

Square Square inference

1. Burden on daily F=0.957

routine G1=38.67
Between groups 2 175.527 87.764 P>0.05
G2=37.89
Within groups 547 50154.007 91.689 Not
G3=37.10 Significant

2. Problem faced in F=1.971

society G1=49.50
p>0.05
Between groups 2 355.458 177.729 G2=48.41
Not
within groups 547 49329.613 90.182 G3=47.26 Significant
 106

(Table 4.3.I Continued)

Dimensions Df Sum of Mean Mean Statistical

Square Square inference

3. Family F=0.679
G1=41.79
Between groups 2 109.103 54.552 p>0.05
G2=41.31
Within groups 547 43959.670 80.365 Not
G3=40.49 Significant

4. Job F=0.258
G1=16.18
Between groups 2 15.150 7.575 p>0.05
G2=15.81
Within groups 547 16081.970 29.400 Not
G3=15.99 Significant

5. Financial F=11.478
G1=11.94
Between groups 2 927.314 463.657 P<0.05
G2=9.51
Within groups 547 22095.641 40.394 Significant
G3=8.99

6. Education F=6.084
G1=30.54
Between groups 2 603.883 301.941 P<0.05
G2=28.74
Within groups 547 27148.708 49.632 Significant
G3=27.94

7. Health F=3.270
G1=38.67
Between groups 2 175.527 87.764 P<0.05
G2=37.89
Within groups 547 50154.007 91.689 Significant
G3=37.10
 107
(Table 4.3.I Continued)

S.No. Dimensions Df Sum of Mean Mean Statistical

Square Square inference

8. Overall F=6.799
G1=49.50
Between groups 2 355.458 177.729 P<0.05
G2=48.41
Within groups 547 49329.613 90.182 Significant
G3=47.26

G1=Labours G2=Business/Private G3=Government

The above table indicates that there is no significant association between

parent’s occupation and burden, the problems faced in the society, within family and
in job. There is a significant association between the occupation of the parents of the
Mentally Retarded Child and financial problems, child’s education and with the health
of the parent. In overall position there is a significant association with occupation of
the parents and the problems faced by them.

TABLE: 4.3.J

RELIGION BASED SOCIAL PROBLEMS OF PARENTS OF MENTALLY

RETARDED CHILDREN

S.No. Dimensions Df Sum of Mean Mean Statistical

Square Square inference

1. Burden on daily F=0.412

routine G1=38.29
Between groups 2 75.774 37.887 p>0.05
G2=36.43
Within groups 547 50253.760 91.872 Not
G3=38.26 Significant
 108

(Table 4.3.J Continued)

S.No. Dimensions Df Sum of Mean Mean Statistical

Square Square inference

2. Problem faced in F=0.881

society G1=48.87
p>0.05
Between groups 2 159.551 79.775 G2=46.57
Not
Within groups 547 49525.520 90.540 G3=49.70 Significant

3. Family F=1.525
G1=41.42
Between groups 2 244.372 122.186 p>0.05
G2=39.00
Within groups 547 43824.400 80.118 Not
G3=42.85 Significant

4. Job F=3.148
G1-15.81
Between groups 2 183.170 91.585 P<0.05
G2=17.91
Within groups 547 15913.950 29.093 Significant
G3=17.24

5. Financial F=0.043
G1=10.77
Between groups 2 3.620 1.810 p>0.05
G2=11.17
Within groups 547 23019.334 42.083 Not
G3=10.81 Significant

6. Education F=0.568
G1=29.50
Between groups 2 57.536 28.768 p>0.05
G2=30.74
Within groups 547 27695.055 50.631 Not
G3=30.26 Significant
 109

(Table 4.3.J Continued)

S.No. Dimensions Df Sum of Mean Mean Statistical

Square Square inference

7. Health F=0.497
G1=15.21
Between groups 2 113.629 56.815 p>0.05
G2=15.78
Within groups 547 62582.642 114.411 Not
G3=13.76 Significant

8. Overall F=0.290
G1=199.88
Between groups 2 585.939 292.969 p>0.05
G2=197.61
Within groups 547 552205.700 1009.517 Not
G3=202.89 Significant

G1=Hindu G2=Muslim G3=Christian

The religious background of the parents of Mentally Retarded Children is a

variable related to the degree of impact of Mental Retardation.

Religion serves as a buffer to counter the effects of social problems

experienced due to the presence of a Mentally Retarded Child. The above table
reveals that there is significance between religion and the job of the parents and there
is no significance association between the religion they belong to and the other
dimensions.

Shanmugavelayutham (1999) in his study on Mentally Retarded Children and

their families found no relation between religion and family stress and its counter
parts.
 110

TABLE: 4.3.K

ASSOCIATION BETWEEN THE AGE GROUP OF MENTALLY RETARDED

CHILDREN AND THE LEVEL OF SOCIAL PROBLEMS OF THEIR
PARENTS

CHILD AGE Statistical

S.No. Dimensions inference
4-8 years 9-13 years 14-18 years

1. Burden on daily X2 =146.840

routine
Low level 93 11 44 Df=4

Moderate 61 138 65 P<0.05

High level 10 65 63 Significant

2. Problem faced X2 =184.498

in society
Df=4
Low level 90 6 42
P<0.05
Moderate 54 159 53
Significant
High level 20 49 77

3. Family X2 =166.676

Low level 91 4 46 Df=4

Moderate 59 148 59 P<0.05

High level 14 62 67 Significant

 111

(Table 4.3.K Continued)

CHILD AGE
S.No. Dimensions Statistical
4-8 years 9-13 years 14-18 years
inference

4 Job
X2 =40.416
Low level 70 50 24 Df=4

Moderate 54 81 67 P<0.05
High level 40 83 81
Significant

5 Financial
X2 =37.101
Low level Df=4
28 74 40
Moderate P<0.05
79 100 57
High level Significant
57 40 75

6 Education
X2 =8.577
Low level 57 54 41 Df=4

Moderate 73 98 76 P>0.05
High level l 34 62 55
Not
Significant

7. Health X2 =45.613

Low level 47 66 39 Df=4

Moderate 90 101 53 P<0.05

High level 27 47 80 Significant

 112

(Table 4.3.K Continued)

CHILD AGE
S.No. Dimensions Statistical
4-8 years 9-13 years 14-18 years
inference

8. Overall X2 =234.870

Low level 94 4 44 Df=4

Moderate 64 158 41 P<0.05

High level 6 52 87 Significant

The above table clearly indicates that there is a significant association between
the age group of the Mentally Retarded Child and the level of social problems of
parents. There is a significant association in the problems faced in the society,
problems within family, in the parent job, financial problems and health of the
parents. But there is no significant association with the child’s education.

With the available statistics it is observed that the parents of Mentally Retarded
Children in the age group of 9-13 years have more problems in the areas of burden,
problems faced in the society, problems within family, financial problems, child’s
education and health.

In the age group of 4-8 years, the parents experience high level of problems.
This is because, the parents are reluctant to accept that their child is having some
disability and with the stress of how to face the society and other family members.

In the age group of 14-18 years, the parents accept their child’s disability and
their worry is how to settle the child’s life. The parents of this age group face severe
problems almost in all areas, mainly in the society, finance and health.
 113

TABLE: 4.3.L

ASSOCIATION BETWEEN THE LEVEL OF RETARDATION OF THE CHILD

AND LEVEL OF SOCIAL PROBLEMS OF THE PARENTS

Child Level of Retardation

S.No. Dimensions Statistical
inference
Mild Moderate Severe

1. Burden on daily X2 =21.287

routine
Low level 120 21 7 Df=4

Moderate 187 69 8 P<0.05

High level 80 48 10 Significant

2. Problem faced in X2 =17.659

society
Df=4
Low level 112 22 4
P<0.05
Moderate 175 72 19
Significant
High level 100 44 2

3. Family X2 =7.010

Low level 110 24 7 Df=4

Moderate 183 72 11 p>0.05

High level 94 42 7 Not

Significant
 114
(Table 4.3.L Continued)

Child Level of Retardation

S.No. Dimensions Statistical
Mild Moderate Severe inference

4. Job X2 =0.854

Low level 102 37 5 Df=4

Moderate 141 52 9 P>0.05

High level 144 49 11 Not

Significant

5. Financial X2 =5.688

Low level 93 44 5 Df=4

Moderate 165 57 14 P>0.05

High level 129 37 6 Not

Significant

6. Education X2 =4.758

Low level 115 33 4 Df=4

Moderate 165 67 15 P>0.05

High level 107 38 6 Not

Significant

7. Health X2 =19.211

Low level 121 30 1 Df=4

Moderate 162 62 20 P<0.05

High level 104 46 4 Significant

 115

(Table 4.3.L Continued)

Child Level of Retardation

S.No. Dimensions Statistical
Mild Moderate Severe inference

8. Overall X2 =10.014

Low level 112 23 7 Df=4

Moderate 177 77 9 P<0.05

High level 98 38 9 Significant

From the above table it is clear that there is a significant association with the
level of child’s Mental Retardation and level of social problems of the parents. The
parents having children with severe level of retardation are facing high level of
burden and parents having children with mild level of retardation are facing moderate
level of burden.

The problem faced in the society is very high and there is significant
association between the level of retardation and level of problem. This is mainly with
that of children with mild retardation. This is because when the parents understood,
that their child is having some problem or disability, it is natural that, their thinking
will be how to face the society.

The level of retardation of the child plays a vital role with the health of the
parents. There is a significant association with the level of retardation and parent’s
health. Severe level of child’s retardation affects the parent’s health moderate and
high in most of the cases. There is no significant association between the level of
retardation of the child and family problems, in the job, financial problems and child’s
education.
 116

TABLE: 4.3.M

ASSOCIATION BETWEEN THE PARENTS’ AGE AND THE LEVEL OF

SOCIAL PROBLEMS

Parents’ Age
S.No. Dimensions Statistical
35 Years and Above 35 inference
Below years

1. Burden on daily X2 =6.317

routine
Low level 46 102 Df=2

Moderate 60 204 P<0.05

High level 26 112 Significant

2. Problem faced in X2 =5.045

society
Df=2
Low level 40 98
p>0.05
Moderate 66 200
Not
High level 26 120 Significant

3. Family X2 =4.675

Low level 41 100 Df=2

Moderate 65 201 p>0.05

High level 26 117 Not

Significant
 117
(Table 4.3.M Continued)

Parents’ Age
S.No. Dimensions Statistical
35 Years and Above 35
inference
Below years

4. Job X2 =4.421

Low level 43 101 Df=2

Moderate 48 154 p>0.05

High level 41 163 Not

Significant

5. Financial X2 =12.615

Low level 21 121 Df=2

Moderate 56 180 p>0.05

High level 55 117 Not

Significant

6. Education X2 =5.401

Low level 42 110 Df=2

Moderate 64 183 P>0.05

High level 26 125 Not

Significant

7. Health X2 =1.791

Low level 38 114 Df=2

Moderate 63 181 p>0.05

High level 31 123 Not

Significant
 118

(Table 4.3.M Continued)

Parents’ Age
S.No. Dimensions Statistical
35 Years and Above 35
inference
Below years

8. Overall X2 =3.727

Low level 40 102 Df=2

Moderate 65 198 p>0.05

High level 27 118 Not

Significant

There is a significant association between the age of parents, having Mentally

Retarded Children and the level of burden. Parents in the age group of above 35 years
are having high level of burden than that of below 35 years.

There is no significant association, between the age of the parents and

problems faced in the society, within family, job, financial problems, child’s
education and health of the parents.
 119

TABLE: 4.3.N

ASSOCIATION BETWEEN THE PARENTS’ EDUCATION AND LEVEL OF

SOCIAL PROBLEMS

Parents’ Education
S.No. Dimensions Statistical
inference
Yes No

1. Burden on daily X2 =2.235

routine
Low level 102 46 Df=2

Moderate 165 99 P>0.05

High level 94 44 Not

Significant

2. Problem faced in X2 =4.852

society
Df=2
Low level 94 44
p>0.05
Moderate 182 84
Not
High level 85 61 Significant

3. Family X2 =0.376

Low level 91 50 Df=2

Moderate 178 88 p>0.05

High level 92 51 Not

Significant
 120
(Table 4.3.N Continued)

S.No. Dimensions Parents’ Education Statistical

Yes No inference

4. Job X2 =4.103

Low level 99 45 Df=2

Moderate 139 63 p>0.05

High level 123 81 Not

Significant

5. Financial X2 =4.671

Low level 103 130 Df=2

Moderate 153 83 p>0.05

High level 105 67 Not

Significant

6. Education X2 =5.750

Low level 108 44 Df=2

Moderate 165 82 P>0.05

High level 88 63 Not

Significant

7. Health X2 =1.192

Low level 98 54 Df=2

Moderate 166 78 p>0.05

High level 97 57 Not

Significant
 121
(Table 4.3.N Continued)

S.No. Dimensions Parents’ Education Statistical

Yes No inference

8. Overall X2 =6.166

Low level 98 44 Df=2

Moderate 180 83 P<0.05

High level 83 62 Significant

The above table clearly indicates that there is no significance between the
education of the parents and the various dimensions of problems faced by them. But
there is a significant association in the overall position.

This shows that both the Educated and Uneducated Parents having a Mentally
Retarded child have problems. But there is no significant association between the
education of the parents and the other parameters of burden on daily routine, societal
problems, family problems, job and financial problems, child’s education and the
health of the parents. But emotional reactions such as sadness, anger, depression and
tension showed significant relationship with the education of parents in a study
conducted by Reeta Peshwaria-et.al (1995). Emotional reactions were experienced
more by educated parents.
The study now conducted clearly shows that level of problems faced by the
educated parents is more than that of uneducated. This is because, the uneducated
parents take the disability of the child as it is and with the belief that they might have
committed lot of sin in the previous and that is why God has punished them by giving
Mentally Retarded child. Hence they take the burden and all other related problems
as it is. Whereas the educated parents have knowledge about the disability of the child
and try to overcome it, which causes more burden and face more problems in all other
parameters.
 122

TABLE: 4.3.O

ASSOCIATION BETWEEN FAMILY INCOME AND LEVEL OF SOCIAL

PROBLEMS OF PARENS OF MENTALLY RETARDED CHILDREN

Family Income
S.No. Dimensions Statistical
inference
High Low

1. Burden on daily X2 =0.779

routine
Low level 115 33 Df=2

Moderate 211 53 P>0.05

High level 113 25 Not

Significant

2. Problem faced in X2 =5.524

society
Df=2
Low level 107 31
P>0.05
Moderate 223 43
Not
High level 109 37 Significant

3. Family X2 =0.376

Low level 91 50 Df=2

Moderate 178 88 P>0.05

High level 92 51 Not

Significant
 123

(Table 4.3.O Continued)

S.No. Dimensions Family Income Statistical

inference

High Low

4. Job X2 =2.259

Low level 118 26 Df=2

Moderate 165 37 P>0.05

High level 156 48 Not

Significant

5. Financial X2 =14.723

Low level 125 17 Df=2

Moderate 192 44 P<0.05

High level 122 50 Significant

6. Education X2 =6.823

Low level 130 22 Df=2

Moderate 198 49 P<0.05

High level 111 40 Significant

7. Health X2 =1.620

Low level 121 31 Df=2

Moderate 190 54 P>0.05

High level 128 26 Not

Significant
 124

(Table 4.3.O Continued)

S.No. Dimensions Family Income Statistical

inference
High Low

8. Overall X2 =1.573

Low level 117 25 Df=2

Moderate 211 52 P>0.05

High level 111 34 Not

Significant

From the above table, it is understood that there is no significant association

between, the family income and family problems, burden, problems faced in society,
job, and health problems of the parents.

But there is a significant association between the family income and the
financial problems faced by the parents of mentally retarded child and in the child’s
education.

Yes, in the present set up, educating a normal child is in question with the low
income group. One can imagine what amount of expense to be borne by the parent of
a Mentally Retarded Child even though there are lots of concessions available to
them. Considerable difference is there to educate a mentally retarded child than that
of a normal child.

In the area of financial problems, major amount of the family income is to be

spent to develop the child, medical care and what more? Definitely a parent of a
disabled child has to spend a lot rather than that of normal child.
 125

TABLE: 4.3.P

FEES STRUCTURE OF SPECIAL SCHOOLS AND

FINANCIAL POSITION OF PARENTS

TOTAL NO. PARENTS

Sl.No. NAME OF THE SCHOOL FEES OF INCOME
STRUCTURE CHILDREN LOW HIGH

1. DON GUANELLA NO FEES 62 40 22

REHABILITATION CENTRE

2. PUTHUIR SCHOOL OF THE NO FEES 67 27 40

SPECIAL CHILDREN

3. BALAVIHAR SCHOOL FOR NO FEES 76 16 60

THE SPECIAL CHILDREN

4. SATHYALOK SCHOOL FOR 500 97 7 90

THE SPECIAL CHILDREN

5. CARMEL CENTRE FOR 800 62 --- 62

MENTALLY RETARDED

6. BALAVIKAS SPECIAL 1000 63 --- 63

SCHOOL

7. THERISA 700 53 13 40
REHABILITATION CENTRE

8. MAITHREE’S SCHOOL FOR 800 70 8 62

THE SPECIAL CHILDREN

TOTAL 550 111 439

Out of 8 Special Schools, from where the 550 samples were collected, 3 schools
are giving free education to the Mentally Retarded Children. And the other 5 schools
are collecting normal fees which are lesser than the normal schools at Chennai.
• Therisa rehabilitation Centre – is a private school.
 126
• Don guanella Rehabilitation Centre – is run by Christian Brothers with
foreign donations and they give free education to the mentally retarded
children.
• Sathyalok School for the Special Children - is run by a Charitable Trust.
The above three schools are situated in the same area i.e. with in a radius
of 2-3 Kilometers and most of the residents are labours. The parents select the
school for their children based on the quality of education and proximity to
reach the school.
• Puthuir School for the Special Children – is at Perambalur and gives free
education. The residents are mostly daily coolies and workers. This is the
only Special School available in the area.
• Balavihar School for the Special Children – is situated in Keelpauk Gardens
attached with a training centre for special educators. Both low income and
high income group of parents admit their children in this school, as this school
is the only special school in that area.
• Carmel Centre for Mentally Retarded and Balavikas Special School – are
at Avadi, where the main population is Avadi tank factory employees.
• Maithree School for Special Children – is at K. K Nagar and both the group
of parents sends their children to this school.
It is observed that parents with high income also educate their children in the free
schools. This is because of the proximity of the special schools available in their area
of living. Hence there is no relevance between the fees structure and income of the
parents of special children. In fact the parents of special children never bother about
the fees at special schools as they spend more for their other children in the present
educational expenses. A minimum amount of Rs.15, 000 - Rs.20, 000/- has to be
spend at the Matriculation Schools available at their area of living.
Hence it is observed that the special child’s education is not only education but the
special schools prepare the special children to cope up with the present society.
 127

TABLE: 4.3.Q

ASSOCIATION BETWEEN THE SOCIAL PROBLEMS OF PARENTS WITH

GENDER OF THE CHILD AND LEVEL OF RETARDATION

CHILD LEVEL OF RETARDATION Statistical Inference

S.No Dimensions
.
Mild Moderate Severe Male Female
Child Child
Male Female Male Female Male Female
1. Burden on Child Child Child Child Child Child
daily routine
X2=19.184 X2=12.744
Low level 96 24 19 2 7 --
Df=4 Df=2
Moderate 114 73 51 18 8 --
P<0.05 P<0.05
High level 34 46 19 29 10 --
Significant Significant

2. Problems faced
in the society X2=21.461 X2=0.951

Low level 100 12 18 4 4 -- Df=4 Df=2

Moderate 100 75 50 22 19 -- P<0.01 p>0.01

High level 44 56 21 23 2 -- Not

Significant Significant

3. Family
X2=7.41 X2=8.023
Low level 95 15 23 1 7 --
Df=4 Df=2
Moderate 99 84 49 23 11 --
p>0.05 P<0.05
High level 50 44 17 25 7 --
Not
Significant Significant
 128

(Table 4.3.Q Continued)

Statistical Inference
S.No. Dimensions CHILD LEVEL OF RETARDATION

Mild Moderate Severe Male Female

Male Female Male Female Male Female Child Child
Child Child Child Child Child Child

4. Job X2=0.914 X2=0.252

Low level 70 32 26 11 5 -- Df=4 Df=2

Moderate 79 62 29 23 9 -- p>0.05 p>0.05

High level 95 49 34 15 11 -- Not Not

Significant Significant

5. Financial X2=3.378 X2=2.561

Df=2
Low level 62 31 30 14 5 -- Df=4
P>0.05
Moderate 115 50 37 20 14 -- P>0.05
Not Not
High level 67 62 22 15 6 -- Significant Significant

6. Education X2=4.115 X2=1.928

Low level 75 40 24 9 4 -- Df=4 Df=2

Moderate 99 66 40 27 15 -- p>0.05 p>0.05

High level 70 37 25 13 6 -- Not Not

Significant Significant

7. Health X2=15.242 X2=2.84

Low level 94 27 24 6 1 -- Df=4 Df=2

Moderate 114 48 49 13 20 -- P<0.01 p>0.05

High level 36 68 16 30 4 -- Not

Significant Significant
 129
(Table 4.3.Q Continued)
Statistical Inference
CHILD LEVEL OF RETARDATION
S.No. Dimensions
Mild Moderate Severe Male Female
Child Child
Male Female Male Female Male Female
Child Child Child Child Child Child
8. Overall
X2=21.807 X2=1.829
Low level 99 13 19 4 7 --
Df=4 Df=2
Moderate 110 67 59 18 9 --
P<0.01 p>0.05
High level 35 63 11 27 9 --
Not
Significant Significant

On the sight of the above table it is very clear that no parent accepts that their
female child is in the category of Severe Mental Retardation. But parents accept that
out of 358 male children, 25 children are in severe level of retardation.
Channabasavanna et.al (1985) studied the attitude of parents towards
management of Mentally Retarded Children and reported that the degree of
retardation, Socio-economical variables and sex of the child do not influence the
attitude of parents towards the management of Mentally Retarded Child and aid in
coping.
According to the samples collected now shows that there is a significant
difference between the child level of retardation and the parents having male mentally
retarded child in the area of burden, societal problems and with their health. The
parents with female mentally retarded child have significant difference with the child
level of retardation in the area of burden and with in family.
The study shows that there is overall significant difference with the male child
and level of retardation. But there is no significant difference in the case of female
child and level of retardation. This may be due to the fact that a female child with
Mental Retardation is a burden to the parents not in concern with their level of
retardation, in the present society.
 130

TABLE: 4.3.R

ASSOCIATION BETWEEN THE SOCIAL PROBLEMS OF PARENTS WITH

GENDER OF THE CHILD AND AGE GROUP

CHILD AGE Statistical Inference

S.No. Dimensions

4-8 yrs 9-13 yrs 14-18 yrs Male Female

Burden on Child Child
Male Female Male Female Male Female
1. daily routine Child Child Child Child Child Child

X2=132.285 X2=65.655
Low level 70 23 9 2 43 1
Df=4 Df=4
Moderate 21 40 115 23 37 28
P<0.05 P<0.05
High level 6 4 28 37 29 34
Significant Significant

2. Problem
faced in the X2=202.477 X2=42.822
society
Df=4 Df=4
Low level 74 16 6 0 42 0
P<0.01 P<0.01
Moderate 16 38 128 31 25 28

High level 7 13 18 31 42 35 Significant Significant

3. Family
X2=199.121 X2=32.464
Low level 78 13 2 2 45 1
Df=4 Df=4
Moderate 14 45 119 29 26 33
P<0.01 P<0.01
High level 5 9 31 31 38 24
Significant Significant
 131
(Table 4.3.R Continued)

CHILD AGE Statistical Inference

S.No. Dimensions

4-8 yrs 9-13 yrs 14-18 yrs Male Female

Child Child
Male Female Male Female Male Female
Child Child Child Child Child Child
4. Job X2=30.591 X2=13.359
Low level 46 24 37 13 18 6 Df=4 Df=4
Moderate 28 16 55 26 34 33 P<0.01 P<0.01
High level 23 17 60 23 57 24 Significant Significant

Financial X2=35.442 X2=4.525

5.
Low level 14 14 57 17 26 14 Df=4 Df=4

Moderate 52 27 75 25 39 18 P<0.01 P>0.05

High level 31 26 20 20 44 31 Not

Significant Significant

6. Education X2=5.854 X2=13.225

Low level 34 23 36 18 33 8 Df=4 Df=4

Moderate 39 34 74 24 41 35 P>0.05 P<0.05

High level 24 10 42 20 35 20 Not

Significant Significant

7. Health X2=10.419 X2=55.146

Low level 28 19 54 12 37 2 Df=4 Df=4

Moderate 56 34 81 20 46 7 P<0.05 P<0.05

High level 13 14 17 30 26 54 Significant Significant

 132
(Table 4.3.R Continued)

CHILD AGE Statistical Inference

S.No. Dimensions

4-8 yrs 9-13 yrs 14-18 yrs Male Female

Child Child
Male Female Male Female Male Female
8. Child Child Child Child Child Child
Over all
X2=193.06 X2=98.235
Low level 77 17 4 0 44 0
Df=4 Df=4
Moderate 18 46 128 30 32 9
P<0.01 P<0.01
High level 2 4 20 32 33 54
Significant Significant

The above table analyzes the level of problems faced by the parents with
Mentally Retarded Children with regard to their child’s age group and the gender of
their child. There is a significant variance in the areas of burden, problems faced in
the society with in family, in the job and health problems of the parents. There is no
significance in the area of education of the male child and of financial problems with
that of female child.
The parents with male child have high degrees of problems when child is in the
age group of 9-13 yrs. This is because of the child’s education, behavior in the
society and expenditure for their education, medicines and expenses related to
therapies and vocational trainings. The parents of a male child want to bring up the
boy to live in the society, for which the child is to be rehabilitated and must learn
some work and to be capable of living by themselves.
But in the case of female child, the parent’s levels of problems are moderate
and high in both the age groups of 9-13 yrs and 14-18 yrs. In the overall position,
there is no low level of problems in the age group of 9-13 yrs and 14-18 yrs. This is
because of the Mentally Retarded female child’s marital life and to safeguard her
from sexual problems that may arise in the modern world.
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TABLE: 4.3.S

AWARENESS OF PARENTS OF MENTALLY RETARDED CHILDREN

BASED ON THE AREA OF LIVING

S.No. Dimensions Mean S.D Statistical

inference

1. Non-Governmental Help t=0.025

Urban : (470) 15.77 4.773 P>0.05

Rural : (80) 14.74 5.586 Not

Significant

2. Governmental Help t=2.887

Urban : (470) 18.70 13.885 p<0.05

Rural : (80) 13.99 10.902 Significant

3. Overall t=3.009

Urban : (470) 34.47 15.998 p<0.05

Rural : (80) 28.73 14.504 Significant

There is no significant difference in the Awareness of Non-Governmental help

between the parents living in urban and rural areas. There is a significant difference
between the parents living in urban area and rural area in getting the Governmental
help. This is because of the awareness of the parents living in urban area and most of
the Government offices are situated in towns and cities. The parents living in rural
area need to be educated vigorously about the schemes and facilities available from
the Government.
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TABLE: 4.3.T

AWARENESS OF PARENTS OF MENTALLY RETARDED CHILDREN

WITH REGARDED TO THE OCCUPATION

S.No. Dimensions Df Sum of Mean Mean Statistical

Square Square inference

1. Non- F=0.557
Governmental G1=15.54
Help p>0.05
G2=15.51
Between groups 2 120.799 40.266 Not
G3=16.17 Significant
With in groups 547 1263.135 22.556

2. Governmental F=26.599
Help G1=14.49
P<0.05
Between groups 2 68.278 22.759 G2=21.55

With in groups 547 1603.322 28.631 G3=24.35 Significant

3. Overall F=20.273
G1=30.03
Between groups 2 44.346 14.782 P<0.05
G2=37.07
With in groups 547 595.838 10.640 Significant
G3=40.52

G1=Labors G2=Business/Private G3=Government

From the above table it is seen that there is no significant association between
the occupation of the parent and in getting Non-Governmental help, but there is a
significant association between the occupation of the parents and the awareness about
the Governmental help.
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TABLE: 4.3.U

ASSOCIATION BETWEEN THE AGE GROUP OF MENTALLY RETARDED

CHILDREN AND THE AWARENESS OF THE PARENTS

S.No. Dimensions CHILD AGE Statistical

inference
4-8 years 9-13 years 14-18 years
1. Non- X2 =5.901
Governmental
Help Df=4

Low level 33 57 50 P>0.05

Moderate 81 92 82 Not
Significant
High level 50 65 40

2. Governmental X2 =9.566
Help
Df=4
Low level 36 49 59
P<0.05
Moderate 85 106 68
Significant
High level 43 59 45

3. Overall X2 =10.970

Low level 35 60 61 Df=4

Moderate 90 95 68 P<0.05

High level 39 59 43 Significant

From the above table it is noted that there is no significant association between
age group of the child and Non-Governmental help, but there is a significant
association, with that of Governmental help. It is observed that parents having the
children in the age group of 9-13 years are aware of the Governmental help than that
of other groups.
 136
The study shows that the parents having children in the age group of 4-8 years
are not worried about anything except their child’s disability. At the same time the
parents having children in the age group of 14-18 years are aware of Non-
Governmental help and Governmental help.
TABLE: 4.3.V

ASSOCIATION BETWEEN PARENTS’ EDUCATION

AND LEVEL OF AWARENESS

S.No. Parents’ Education Statistical

Dimensions inference
Yes No

1. Non-Governmental X2 =0.645
Help
Df=2
Low level 88 52
P>0.05
Moderate 170 85
Not
High level 103 52 Significant

2. Governmental Help X2 =29.659

Low level 69 75 Df=2

Moderate 179 80 P<0.05

High level 113 34 Significant

3. Overall X2 =24.165

Low level 79 77 Df=2

Moderate 174 79 P<0.05

High level 108 33 Significant

 137
There is a significant association between the education of the parent and
awareness about the Governmental help. The educated parents have lot of
opportunities to know about the schemes and help available from the Government,
whereas the uneducated parents have only little knowledge about the same.

TABLE: 4.3.W

ASSOCIATION BETWEEN THE FAMILY INCOME AND AWARENESS OF

PARENTS OF MENTALLY RETARDED CHILDREN

S.No. Dimensions Family Income Statistical

inference
High Low

1. Non-Governmental X2 =1.974
Help
117 23 Df=2
Low level
198 57 P>0.05
Moderate
124 31 Not
High level Significant

2. Governmental Help X2 =19.582

Low level 98 46 Df=2

Moderate 211 48 P<0.05

High level 130 17 Significant

3. Overall X2 =17.262

Low level 108 48 Df=2

Moderate 207 46 P<0.05

High level 124 17 Significant

 138

From the above table it is observed that there is no significant association

between the family income and Non-Governmental help. But, there is a significant
association between the family income and Governmental help. When the Parents
income is more, the need for Non-Governmental help is less and on the other hand no
one wish to loose the Governmental support. The low income groups try to get the
Governmental help in almost all the areas – i.e., child’s education, medical expenses
and necessary equipments for the child’s development. The necessity to depend upon
the Non-Governmental and Governmental help is less with that of parents with high
income.

4.4. HYPOTHESES TESTING

NULL HYPOTHESIS - 01

There is no significant difference between the gender of the child and social
problems of parents of Mentally Retarded Children.
Test applied -‘t’ test
‘t’ = 10.446
P < 0.05 (significant) (Table No.4.3.E)

Null hypothesis is rejected and so the research hypothesis is accepted.

NULL HYPOTHESIS - 02

There is no significant difference between the social problems faced by the

fathers from the mothers of Mentally Retarded Children.
Test applied –‘t’ test
‘t’ = 0.425
P < 0.05 (significant) (Table No.4.3.F)

Null hypothesis is rejected and so the research hypothesis is accepted.

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NULL HYPOTHESIS - 03

There is no significant difference between the social problems of parents and

their area of living.
Test applied –‘t’ test
‘t’ = 0.708
P> 0.05 (Not significant) (Table No.4.3.G)

Null hypothesis is accepted and so the research hypothesis is rejected.

NULL HYPOTHESIS - 04

There is no significant difference between the type of family (nuclear\ joint)

and social problems of parents of Mentally Retarded Children.
Test applied –‘t’ test
‘t’ = 1.379
P > 0.05 (Not significant) (Table No.4.3.H)

Null hypothesis is accepted and so the research hypothesis is rejected.

NULL HYPOTHESIS - 05

There is no significant difference based on the nature of occupation and social

problems of the parents of Mentally Retarded Children.
Test applied – F test
F = 6.799
P < 0.05 (significant) (Table No.4.3.I)

Null hypothesis is rejected and so the research hypothesis is accepted.

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NULL HYPOTHESIS - 06

There is no significant association between the religion and level of social

problems of parents of Mentally Retarded Children.
Test applied – F test

F = 0.290
P > 0.05 (Not significant) (Table No.4.3.J)

Null hypothesis is accepted and so the research hypothesis is rejected.

NULL HYPOTHESIS - 07

There is no significant association with the age group of the Mentally Retarded
Children and the level of social problems of the parents.
Test applied – Chi-square Test
X2 = 234.870
Df = 4
P < 0.05 (significant) (Table No.4.3.K)

Null hypothesis is rejected and so the research hypothesis is accepted.

NULL HYPOTHESIS - 08

There is no significant association with the level of retardation of children and

the level of social problems of the parents.
Test applied – Chi-square Test

X2 = 10.014
Df = 4
P < 0.05 (significant) (Table No.4.3.L)

Null hypothesis is rejected and so the research hypothesis is accepted.

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NULL HYPOTHESIS - 09

There is no significant association with the age of the parents of Mentally

Retarded Children and level of social problems.
Test applied – Chi-square Test
X2 = 3.727
Df = 2
P > 0.05 (Not significant) (Table No.4.3.M)

Null hypothesis is accepted and so the research hypothesis is rejected.

NULL HYPOTHESIS - 10

There is no significant association with the level of social problems and

education of parents of Mentally Retarded Children.

Test applied – Chi-square Test

X2 = 6.166
Df = 2
P < 0.05 (significant) (Table No.4.3.N)

Null hypothesis is rejected and so the research hypothesis is accepted.

NULL HYPOTHESIS - 11

There is no significant association with the family income and financial

problems of parents of Mentally Retarded Children.
Test applied – Chi-square Test

X2 = 14.723
Df = 2
P < 0.05 (significant) (Table No.4.3.0.5)

Null hypothesis is rejected and so the research hypothesis is accepted.

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NULL HYPOTHESIS - 12

There is no significant association with the level of retardation of male children

and social problems of parents.
Test applied – Chi-square Test
X2 = 21.807
Df = 4
P < 0.01 (significant) (Table No.4.3.Q)

Null hypothesis is rejected and so the research hypothesis is accepted.

NULL HYPOTHESIS - 13

There is no significant association with the level of retardation of female

children and social problems of parents.
Test applied – Chi-square Test
X2 = 1.829
Df = 2
P > 0.01 (Not significant) (Table No.4.3.Q)

Null hypothesis is accepted and so the research hypothesis is rejected.

NULL HYPOTHESIS - 14

There is no significant association with the age of male children and level of
social problems of parents.
Test applied – Chi-square Test
X2 = 193.06
Df = 4
P < 0.01 (significant) (Table No.4.3.R)

Null hypothesis is rejected and so the research hypothesis is accepted.

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NULL HYPOTHESIS - 15

There is no significant association with the age of female children and level of
social problems of parents.
Test applied – Chi-square Test
X2 = 98.235
Df = 4
P < 0.01 (significant) (Table No.4.3.R)

Null hypothesis is rejected and so the research hypothesis is accepted.

NULL HYPOTHESIS - 16

There is no significant difference between the awareness level of parents living

in the urban and rural areas about the Governmental and Non-Governmental help.
Test applied –‘t’ Test
t = 3.009
P < 0.05 (significant) (Table No.4.3.S)

Null hypothesis is rejected and so the research hypothesis is accepted.

NULL HYPOTHESIS - 17

There is no significant difference between the awareness level of parents of

Mentally Retarded Children about the Governmental and Non-Governmental help and
their occupation.
Test applied – ‘F’ test
F = 20.273
p < 0.05 (significant) (Table No.4.3.T)

Null hypothesis is rejected and so the research hypothesis is accepted.

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NULL HYPOTHESIS - 18

There is no significant association with the age of the children and awareness
level of parents of Mentally Retarded Children about the Governmental and Non-
Governmental help.

Test applied – Chi-square Test

X2 = 10.970
Df = 4
P < 0.05 (significant) (Table No.4.3.U)

Null hypothesis is rejected and so the research hypothesis is accepted.

NULL HYPOTHESIS - 19

There is no significant association with the level of awareness and education of

parents of Mentally Retarded Children about the Governmental and Non-
Governmental help.

Test applied – Chi-square Test

X2 = 24.165
Df = 2
P < 0.05 (significant) (Table No.4.3.V)

Null hypothesis is rejected and so the research hypothesis is accepted.

NULL HYPOTHESIS - 20

There is no significant association with the family income and level of

awareness of parents of Mentally Retarded Children about the Governmental and
Non-Governmental help.
 145

Test applied – Chi-square Test

X2 = 17.262
Df = 2
P < 0.05 (significant) (Table No.4.3.W)

Null hypothesis is rejected and so the research hypothesis is accepted.

4.5. CONCLUSION

Out of 20 research hypothesis tested, 15 were accepted and 5 were rejected.

The analysis and interpretation of the data shows that, Age group, Gender and Level
of Retardation of the Mentally Retarded Children have significant effect on the level
of social problems of the parents. Income, Occupation and Education of the parents
have some kind of effect on social problems faced by them. And it is observed that,
Area of living, Type of family, Age of parents and their Religion have no relevance
with the social problems of parents of Mentally Retarded Children.
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CHAPTER – 5

FINDINGS, CONCLUSION AND SUGGESTIONS

5.1. INTRODUCTION

5.2. FINDINGS OF THE STUDY

5.3. CONCLUSION

5.4. SIGNIFICANCE OF THE STUDY

5.5. SUGGESTIONS

5.6. FUTURE RESEARCH

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5.1. INTRODUCTION

The study is to find out the Social Problems faced by the parents of Mentally
Retarded Children. The Age, Gender and Level of Retardation of Mentally Retarded
Children have bearing on the level of social problems of parents in different areas
such as burden in their daily routine, problems faced in the society, with the family
members, in their job, financial problems faced by them, problems in educating their
Mentally Retarded Child and health problems of the parents. The study also focuses
on the Awareness of parents about the Non - Governmental and Governmental help.

For these purpose 550 samples were collected at 8 special schools for the
Mentally Retarded Children in and around Chennai. The sample includes either
mothers or fathers of Mentally Retarded Children. Out of 550 samples, 292 are fathers
and 258 are mothers. 470 parents are from urban area and 80 parents are from rural
area. 132 parents are in the age group of below 35 years and 418 parents are in the age
group of above 35 years. 361 parents are educated and 189 parents are uneducated.

There are 358 Male Mentally Retarded Children and 192 Female Mentally
Retarded Children. There are 164 Mentally Retarded Children within the age group of
4-8 years, 214 Mentally Retarded Children within the age group of 9-13 years and
172 Mentally Retarded Children within the age group of 14-18 years. There are 387
Mild Mentally Retarded Children, 138 Moderate Mentally Retarded Children and 25
severely affected Children.

A questionnaire in Tamil language was used by the researcher to collect

required data from the parents of Mentally Retarded Children.
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5.2. FINDINGS OF THE STUDY

The questionnaire has brought out the problems of the parents of Mentally
Retarded Children in almost all angles and areas in depth and reality. The findings are
put forth in following dimensions.

5.2.1. BURDEN ON DAILY ROUTINE:

The burden on their time, energy and health are the major problems of the
parents of Mentally Retarded Children. The level of burden is low with 27% parents,
moderate with 48% and high level with 25% of parents with Mentally Retarded
Children.

The verified hypotheses indicate that;

• The Gender and Age of the Mentally Retarded Children have relevance on the
burden level of parents.

• Among the Mentally Retarded Children, the age group between 9-14 years is
the most vulnerable period of parenting.

• The Female Mentally Retarded Children give more stress to the parents than
the Male Mentally Retarded Children.

• Area of living, Education, Type of family, Income and Religion which they
belong to have no impact on the burden level of parents of Mentally Retarded
Children.

• The parents in the age group of above 35 years are having high level of burden
than that of other age group of parents.

• The child’s level of retardation decides the level of burden on parents.

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5.2.2. THE PROBLEMS FACED WITHIN THE FAMILY:

The level of problems faced by the parents of Mentally Retarded Children

within the family is in low level with 26% of parents, moderate with 48% and high
level with 26% of parents.

• The Age and Gender of the Mentally Retarded Children have an influence on
the level of problems faced by the parents within family.

• The Level of Retardation of the Children does not have any impact on the
family problems of the parents.

• Age, Education and Financial position of parents do not have any impact on
the family problems.

5.2.3. HEALTH PROBLEMS FACED BY THE PARENTS:

• Mothers of the Mentally Retarded Children have more health problems than
that of Fathers.

• Increase in Age of Mentally Retarded Children, increases the health problems

of the parents especially it is more for the mothers.

• Looking after the Female children with Mental Retardation gives more health
problems to the parents (More of physical and mental stress).

• The occupation affects the health of the parents, whether they are employed in
Private sector or in Government sector.

• Parents having children even with mild level of retardation are having high
level 68% of health problems.

•
 150

5.2.4. PROBLEMS FACED IN EDUCATING THE MENTALLY RETARDED

CHILDREN:

• When Educating the Mentally Retarded Children, the parents face problems
with their occupation, as the employed parents,

o Have to adjust with their office timings and

o They cannot accept any promotion and transfers.

• If the parents opt for promotion and transfers, they have to choose such a place
where the Special Schools and Therapy Clinics are available to provide
special education and therapy for their child.

5.2.5. FINANCIAL PROBLEMS:

• Looking after Mentally Retarded Children is very expensive regarding their

Health and Education. When the child’s age increases, the expenditure upon
the education and health of the child also increases which affects the financial
position of the family. The expenditure increases on providing,

 Early Intervention

 Special Education

 Physiotherapy

 Occupational Therapy

 Behaviour Therapy

 Speech Therapy

 Vocational Training

 Medical Expenses
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• The parents having Mentally Retarded Children above the Age group of 9-18
years face more financial problems. Hence the income of the family is
standardized; the level of family income is inversely related to the financial
problems of the family.

5.2.6 PROBLEMS FACED IN JOB:

Around 74% of the parents face moderate and high level of problems in their job.

• Parents living in nuclear family face high levels of problems in their job than
the joint family parents as the number of family members to take care of the
Mentally Retarded Children are less.

• Increase in Age of the child affects the carrier prospects of parents, especially
at times mother has to forgo her job opportunities and carrier progression.

• The Gender of the Children, Area of living and Religion have an influence on
the Occupational Environment of the parents.

5.2.7. PROBLEMS FACED IN THE SOCIETY:

The level of problems faced by the parents of Mentally Retarded Children in

the society is low with 25%; moderate with 48% and high with 27%.

• The Gender and Level of Retardation of the children have an impact on the
problems faced by the parents of Mentally Retarded Children in the Society.

• Along with increase of Age of Mentally Retarded Children, the level of

problems faced in the Society by the parents also increases.

• Both fathers and mothers face same level of problems in the Society.
 152

• The Area of Living, Religion, Education and Age of the parents does not have
relevance with the level of problems faced by them in the Society.

5.2.8 AWARENESS ABOUT NON - GOVERNMENTAL AND

GOVERNMENTAL HELPS AMONG PARENTS OF MENTALLY
RETARDED CHILDREN:

• The educated, urban living and the parents employed in Government Offices
are more aware of the helps available from the Society and Government, than
the rural living and uneducated parents.

• Fathers are knowledgeable than mothers regarding the help available from the
Society and Government.

• The low income group parents are aware of all the schemes of the Government
and Social service organizations than the higher income parents, for e.g.

→ free bus pass to Mentally Retarded children and their parents,

→ Sponsorship from Government etc.

5.3. CONCLUSION

From the outcome of the above findings, in the way of conclusion, an attempt
is made to respond to the issues raised in the objectives of the study. The general aim
of this study is to understand the social problems faced by the parents of Mentally
Retarded Children under various dimensions and levels have been exhibited.

Among the collected 550 samples, 81% of the parents of Mentally Retarded
Children are living in nuclear family. Peshwaria et.al (1995) reported that parents
living in joint or extended families face greater extra demands, mental worries and
strained relationships. According to the research now conducted, 81% of the parents
 153

of Mentally Retarded Children are living in nuclear family and they face problems
only in their job. The main reason for the separation from the joint family is non -
acceptance and non-cooperation of the other family members towards the Mentally
Retarded Child.

It is observed that parents having female Mentally Retarded Child face more
problems than that of parents having male Mentally Retarded Child. This finding
differs with that of Shanmugavelayudam (1999). Even the birth of a female child
without any disability gives more burden to the parents in our society. The parents of
female retarded child face various types of problems in the society in bringing up the
child and to arrange for the marriage or to safeguard the girl in her adolescence. The
research finding shows that the mothers feel burdened and deprived of normal family
life because of the presence of a Mentally Retarded Child. The fathers face more
problems in the society and in financial position.

The parents having Mentally Retarded children in the age group of 4-8years
are reluctant to accept that their child is having some disability and with the stress of
how to face the society and other family members. Parents having Mentally Retarded
Children in the age group of 14-18 years accept their child’s disability and their worry
is how to settle the child’s life. The parents of this age group of Mentally Retarded
Children face high level of social problems.

The parents having children with severe level of retardation are having high
level of social problems. And the level of retardation of child plays a vital role with
the health of parents. The educated parents experience more problems than that of
uneducated parents. This is because the uneducated parents take the disability of the
child as it is and with the belief that they might have committed lot of sin in the past
and that is why God has punished them by giving a Mentally Retarded Child.
Whereas the educated parents have knowledge about the disability of the child and try
 154

to overcome it, which causes more burden and face more problems in all other
parameters.

The level of social problems faced by the parents of Mentally Retarded

Children living in urban and rural areas is same. This is because of the media
development, which plays a vital role among the parents living in rural areas.
Moreover the social service organizations which serve in the rural areas educate the
people about the disabilities of the children. But the rural living parents find it very
difficult in educating their child as very limited Special Schools are available and
seeking admission in these schools are also not easy.

The religious background of the parents of Mentally Retarded Children is a

variable related to the degree of impact of Mental Retardation. Religion serves as a
buffer to counter the effects of social problems experienced due to the presence of a
Mentally Retarded Children.

The urban living parents are well aware about the Governmental help and most
of the Government offices are situated in the towns and cities. It is observed that the
parents having their children in the age group of 9-13 yrs are aware of the
Governmental help than that of other groups. This is because of the necessity of their
child’s treatment and special education. The low income groups of parents are well
aware of helps available from the Governmental and Non-Governmental
organizations such as free bus pass, sponsorship for education and medical expenses
etc as they cannot meet out such expenses from their income.

The findings of this study clearly exhibit the true picture of social problems
faced by the parents of Mentally Retarded children in almost all angles. Some
guidelines can be drawn from the findings of this study to support the parents of
Mentally Retarded children. Parents will also need to be helped to develop personal
 155

skills and inter coping mechanisms which may equip them better to deal with
situations arising from having a child with Mental Retardation. There is a need to
improve the awareness about Metal Retardation to general public and parents which
will considerably reduce the social problems faced by the parents of Mentally
Retarded children. Counseling has to be given to the parents of Mentally Retarded
children so that acceptance of their child will be increased. Non-Governmental and
Governmental organizations have to train their volunteers in the area of Mental
Retardation. For this purpose, further research area is recommended with the aim of
building appropriate and successful rehabilitation and intervention programs for
Mentally Retarded children and their parents.

5.4. SIGNIFICANCE OF THE STUDY

This research study is done in 8 Special schools for Mentally Retarded
Children located in urban area and however representative samples are drawn for this
research. Hence the inference of this study can be extended to wider areas. The
findings of the study may be put in bold relief for the informed discussions for the
Decision Makers and Policy Framers.

5.5. SUGGESTIONS

 FOR THE NON - GOVERNMENTAL ORGANIZATIONS:

The major cause of the social problems faced by the parents of Mentally
Retarded Children is that they are being ignored by the people living around them.
When a child is identified as Mentally Retarded, the society unknowingly brand the
child as lunatic and the mockery starts at this point and the parents are believed to be
sinful in the past.

 Hence the common public must be clarified about the difference between
lunatics and Mental Retardation. If there is no ill treatment or mockery from
 156

the society, 50% of parent’s problems will be reduced. And due to these reasons
the parents do not accept that their child is suffering from some disorder or
disability.

 If the child is identified at an early stage, the rehabilitation process will be

easier which will reduce the problems of Mentally Retarded Children to the
maximum extent. For this purpose, awareness programs regarding “Mental
Retardation” should be conducted by the Non - Governmental organizations.

 At present only very few Early Intervention Centers are available for Mentally
Retarded Children that too in towns and cities. More number of Early
Intervention centers may be set up in villages by the Non - Governmental
organizations.

 Non - Governmental organizations can send their qualified volunteers to both

urban and rural areas to identify the Mentally Retarded Children before the age
of 3 years at their home.

 By Identifying at an early age, the Mentally Retarded Children can be taken to

the Early Intervention Centers where both the child and parents will be taught
to manage the disability. This will definitely reduce the problems of parents
with Mentally Retarded Children.

 Volunteers of Non - Governmental organizations can give Counseling and

Guidance to the parents and relatives of Mentally Retarded Children.

 Non - Governmental organizations can suggest suitable preventive measures

for the disability to general public. Like:
 157
 Avoid
- Consanguine marriages
- Pregnancies before 18 years and after 35 years
- Exposures to x-rays while pregnant
- Toxic agents
- Mental / Physical stress

 Provide
- Regular medical checkup.
- Genetic testing
- Rh matching-
- Balanced nutrition and health care for mothers during Pregnancy
- Delivery under qualified doctors, preferably in a hospital.
- Health care and Immunization for new born babies.
- Proper environmental stimulation.

 FOR THE GOVERNMENT:

The Government is advertising about Aids, Tuberculosis, and Polio etc in the
media about the symptoms and available remedies and treatment centers.

 Unlike the above, “Mental Retardation” is not a disease and can be

rehabilitated. This fact must be brought to light through media by the
Government, which will reduce the problems of parents with Mentally
Retarded Children to a maximum extent.

 More number of Early Intervention Centers and Rehabilitation Centers should

be set up by the Government in order to reduce the social problems faced by
the parents of Mentally Retarded Children.
 158

 One of the most important areas is to give counseling to the parents with
Mentally Retarded Children. The counseling will help them to reduce the level
of social problems and to gain knowledge about their Child’s future and also
about the help available from the Society and Government.

 For this purpose Government should appoint qualified counselors at all

special schools and also in elementary and middle schools.

 Parental – Training Programs for the parents may be organized by Non -

Governmental and Governmental organizations.

5.6. FUTURE RESEARCH:

1) Most of the research work is done about the problems of the parents of
Mentally Retarded Children. “The social problems faced by Mentally Retarded
Children” may be done for the future research.

2) A comparative study on social problems faced by the parents of Mentally

Retarded Children and parents of Normal children may be analyzed.

3) A comparative study on social problems faced by the parents of Mentally

Retarded Children may be carried out in different States of our Country.