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Challenging behaviour among Indian children with visual impairment

Jeff Sigafoos

Annemaree Carroll

Sushama Sharma

Fred & Eleanor Schonell Special Education Research Centre The University of Queensland, Qld 4072 Australia

Jeff Sigafoos

Department of Special Education The University of Texas at Austin George I. Sanchez Building 306/05300 Austin TX 78712-1290 USA

Annemaree Carroll

Fred & Eleanor Schonell Special Education Research Centre The University of Queensland, Qld 4072 Australia

The present study investigated the type and extent of challenging behaviour in three residential schools in India for children with visual impairment. Teachers completed a survey of challenging behaviour in one boys-only school (n = 123), one girls-only school (n = 88), and one co-educational school (n = 125). Among the 336 total children, 24% were identified as having challenging behaviours. The most frequently reported challenging behaviours were withdrawal (17%), hyperactivity (15%), stereotyped mannerisms (12%), irritability (12%), aggression (10%) and inappropriate speech (9%). Self-injury was rare (1%). The results highlight a need for effective school-based assessment and intervention strategies to address challenging behaviours among children with visual impairment.

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