"A Study of the Emotional Development of Normal and Disabled Urban Students Studying in Government Upper Primary Schools of Moradabad District."

Abstract

The study of the emotional development of regular and differently-abled urban students in government upper primary schools of Moradabad district is a highly significant effort in the field of educational psychology. This study focuses on students’ emotions, self-efficacy, empathy, self-regulation, social behavior, and adaptive abilities, which are considered essential for the holistic development of any child. In particular, the emotional needs of differently-abled students may differ from those of regular students; hence, understanding their emotional experiences, social harmony, and self-esteem becomes crucial. The study observed that, compared to regular students, differently-abled students face difficulties in gaining social acceptance and receiving support from teachers and peers, which impacts their emotional development. However, in schools where inclusive education practices are more actively implemented, an improvement in the self-confidence and social interactions of differently-abled students was observed. The study also highlighted that teacher sensitivity, inclusive teaching methods, parental awareness, and a supportive school environment contribute significantly to students’ emotional development. In conclusion, it can be stated that promoting the emotional development of students in government upper primary schools of Moradabad district requires planned initiatives, specialized educational resources, and an inclusive approach, enabling every student—especially differently-abled ones—to grow into healthy, empowered, and confident citizens.