Impact of Training on Perceived Stress of Parents with Intellectually Disabled Children

Nandini Vankayala; K.   Anuradha

doi:10.15415/iie.2021.91006

Authors

Nandini Vankayala RASS College of Special Education, Rashtriya Seva Samithi, Annamaiah Marg, Tirupati – 517502. A.P., India
K. Anuradha Department of Social Work, Sri Padmavati Mahila Visvavidyalayam, (Women’s University) Tirupati, A.P., India

DOI:

https://doi.org/10.15415/iie.2021.91006

Keywords:

Perceived stress, Parents, Training, Interim stage, Intellectual disability

Abstract

The present study focuses on the perceived stress in 353 parents, whose Children with Intellectual disability underwent training in special education schools of (Bavitha Readiness Centres), Chittoor dist., Andhra Pradesh. The overall perceived stress (scale) score was measured through family assessment scheduled (FAS) developed by NIMHANS. The concerned mean scores were computed and compared at two stages of special training given to children i.e., at the time of joining and after two years of training with a paired t-test of significance. The overall findings reveal that the overall score, as well as its four sub–scales score of parent’s perceived stress, have been reduced after providing 2 years of special training to their Children with Intellectual disability as compared to joining the school (training).

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