PROJECT REPORT

(UGC Minor Research Project)

SOCIAL SKILLS OF CHILDREN WITH MENTAL RETARDATION: A

PEDAGOGICAL INTERVENTION

Submitted to

UNIVERSITY GRANTS COMMISSION (UGC)

BAHADUR SHAH ZAFARMARG, NEW DELHI

By

PRINCIPAL INVESTIGATOR: DR. JYOTHI VICTORIA

ASSOCIATE PROFESSOR

MRP -6611/16(SEROUGC) Link No.6611 june 30 th

2017

ST.ANN’S COLLEGE OF EDUCATION

Accredited by NAAC with 'A' Grade 3rd Cycle (Autonomous)

SD.Road, Secunderabad.

Telangana

Acknowledgements

It gives me immense pleasure to write few words about those who have helped to

undertake this Minor Research Project. On the outset I express my gratitude to the

Authorities of University Grants Commission for financially supporting me for

undertaking this research work. Without the financial assistance from the UGC this work

would not have been possible.

I express my gratitude to all the participants who have co-operated and participated in the

survey for this project. I thank them for their participation especially all special teachers

who expressed their views about the teaching-learning process as a whole.

I express my gratitude towards the Management, and Principal, St. Ann‟s College of

Education Prof.Rev.Dr. Sister.Mary Kutty for encouraging me to write a proposal for this

project and also for her continues cooperation and encouragement during the tenure of the

project.

I express my deep sense of gratitude to my husband, Mr. Prabhaker Burani, who has been

constant source of inspiration and support, and I am also grateful to my loving daughters

Pranita Eugena and Pranati Elena, whose continuous understanding, and support helped

me to bring this research project to its final form.

My sincere thanks to all my colleagues of St. Ann‟s College of Education, Secunderabad,

who directly or indirectly helped in my research work

I am especially grateful to the Directors and Principals and Special educators of National

Institute for empowerment of persons with Intellectual Disabilities(DIVYANGJAN)

NIEPID Secunderabad and Special school of Sweekar Academy of Rehabilitation

Sciences, Secunderabad, Without their support this project would not have been possible.

Signature of the Principal Investigator

CERTIFICATE

The research Project embodied in the project report entitled, “SOCIAL SKILLS OF

CHILDREN WITH MENTAL RETARDATION: A PEDAGOGICAL

INTERVENTION” was sponsored by the University Grants Commission (UGC), New

Delhi, under the minor research project scheme MRP-6611/16(SERO/UGC). This work has

been carried out at the St.Ann‟s College of Education, Autonomous, SD Road, and

Secunderabad.

DR. JYOTHI VICTORIA

(Principal Investigator)

CONTENTS

1. Final report of the work done

2. Format for submission of Proposal for Minor Research project (Annexure -I )

3. Acceptance certificate for the research project (Annexure –II)

4. Statement of expenditure in respect of Minor Research project (Annexure –III)

5. Statement of expenditure incurred on field work(Annexure –IV)

6. Utilization certificate (Annexure –V)

7. Proforma for submission of Information at the time of sending the final report of

the work done (Annexure -VII )

8. Assessment certificate (Annexure –VIII)

9. Audited statement of expenditure (final)

10. Permission Letter from NIEPID Special schools,Secunderabad

11. U.G.C sanction letter

SOCIAL SKILLS OF CHILDREN

WITH MENTAL RETARDATION: A

PEDAGOGICAL INTERVENTION

1

SOCIAL SKILLS OF CHILDREN WITH MENTAL RETARDATION: A

PEDAGOGICAL INTERVENTION

INTRODUCTION:

Children with Intellectual Disability differ greatly with regard to their degrees of severity.

They are generally classified as mild, moderate, severe and profound. What is interesting

to observe in this context is how these children differ in socializing and constructing ideas

and facts? But currently available training programs for special teachers include very little

information about adaptive behaviour of children with intellectual Disability. The

information about social adaptive behavior of children with Intellectual Disability has a

great deal to be discussed. There is also scarcity of resource material in this area since

there is not much research being done on these aspects of children with Intellectual

Disability. The concept of adaptive behavior (as expressed in Conceptual, social, and

practical adaptive skills) found in the manual of American Association on Mental

Retardation (2002) is a continuation of the historical attention given to adaptive behavior

in the diagnosis of mental retardation (McGrew, Bruininks, & Johnson,1996; Thompson

et al., 1999; Widaman& McGrew, 1996.) Hence, there is a need to examine the social

adaptive behaviour of children with mental retardation. Adaptive behavior is the

collection of Conceptual , Social, and Practical skills that have been learned by people in

order to function in their everyday lives. American Association on Intellectual and

Developmental Disabilities(AAIDD) has revised its definition and diagnostic criteria as

the science and understanding of the condition has evolved over time.

2

The 11th edition of the AAIDD terminology and classification manual was published in

2010. The term or name for condition we know today as intellectual disability has

changed over time; most recently the condition was primarily known as mental

retardation. The term "mental retardation" was used in the American Psychiatric

Association's DSM-IV and in the World Health Organization's ICD-10(codes F70–F79).

In the next revision, the ICD-11, this term have been replaced by the term "disorder of

intellectual development" (codes 6A00–6A04; 6A00.Z for the "unspecified" diagnosis

code). The term "intellectual disability (intellectual developmental disorder)" is used

in DSM-5 (2013). As of 2013, "intellectual disability (intellectual developmental

disorder)" is the term that has come into common use by among educational, psychiatric,

and other professionals over the past two decades. Because of its specificity and lack of

confusion with other conditions, the term "mental retardation" is still sometimes used in

professional medical settings around the world, such as formal scientific

research and health insurance paperwork. The American Association on Intellectual and

Developmental Disability (AAIDD, 2012) has defined intellectual disability as “a

disability characterized by significant limitations both in intellectual functioning and in

adaptive behavior, which covers varied social and practical skills and it originates before

the age of 18”. An attempt is made in this study to unearth the underlying social adaptive

behaviour of the children with Intellectual Disability.Limitations in social skills are a

central characteristic in the definition of Intellectual Disability. First, the level of social

skills plays a major role in the overall level of adaptive behavior of individuals with

Intellectual Disability (Kraijer,2000), which is one of the two main characteristics in the

definition of MR of the AAMR (2002):„significant limitations in intellectual functioning

3

and in adaptive behavior as expressed in conceptual, social and practical adaptive skill.

Second, ineffective social skills are a central characteristic of individuals with PDD,

defined in the DSM-IV-TR (APA, 2000). Intellectual Disability can be described and

explained from different aspects of cognitive, biomedical, emotional and social. Social

functioning in individual with Intellectual disability is delayed. Mental retardation will

have a negative impact on wide range of behavioral dimensions (Ninot&Maiano,

2007),and social skills (Thorn, Bamburg& Pittman, 2007; Matson, Dempsey &Lovullo,

2009).The child's ability in adapting himself with others and doing acceptable social

activities determine his level of popularity among peers, teachers, parents and other

adults. The level of a person's ability in social skills directly relates to his social growth

and is demonstrated in his socially acceptable behaviour (McClelland, Morrison, 2003).

According to Gresham and Elliott (1993), social skills are defined as "Socially acceptable

behaviors that enable a person to interact effectively with others and avoid socially

unacceptable responses from others" (cited in Denham, Hatfield, Smethurst, Tan, & Tribe,

2006, p. 34). Children learn social skills through interactions with

peers, relatives and enlightening from their guardians, and time with grown-ups. Good

social skills can improve your child‟s mental wellbeing and quality of life.Ilknur and

Bulbin (2007) define desirable social skills as the acceptable social pattern of behavior

which helps children gain social reinforcement and acceptance.Kampert, A.L &Goreczny,

A .J. (2007).Failure of social skills in these students is related to poor academic

performance and often leads to difficulties in social adaptation or antisocial behaviors and

accounts for main predicting factor of job loss.

4

American Association on Intellectual and Developmental Disabilities(AAIDD) labels

adaptive functioning as adaptive behavior. Standardized tests also determine limitations.

Adaptive behavior comprises three skill types.

1. Conceptual skills: This includes language and literacy; mathematics; time and

number concepts; and self-direction.

Social skills: This includes interpersonal skills; social responsibility; self-esteem;

gullibility; social problem solving; and the ability to follow rules/obey laws. It also

includes naïveté. This lack of wariness leads to victimization.

Practical skills: This includes activities of daily living (personal care). It also

includes occupational skills, healthcare, travel/transportation, schedules/routines,

safety, use of money, use of the telephone.

2. Limitations in adaptive behavior are indicated in one of two ways. One possibility is

a score approximately two standard deviations below average in any one of the three

areas. The second possibility is an overall score in all three areas is approximately two

standard deviations below the average score for that age group.

3. This disability originates before the age of 18.

Social life is also one of the domains that determine the quality of life of people with

mental retardation (Schalock, Gardner, & Bradley, 2007). Social skills are ways of

dealing with others that create healthy and positive interactions. It is vital for children to

use social skills because they are the means to creating and developing interactions and

relationships. They are needed for enriching social experiences, and they lessen the

chance for negative interactions. Being the building blocks for friendships, social skills

give children the chance to learn from their peers and learn how to be considerate with

those they meet in the future. By having a positive impact on life experiences, social

skills also give children a sense of confidence and mastery over their environment.

Improving the social skills of people with Intellectual Disability can help them to gain

better quality of life and satisfaction in meeting different situations.

5

Children with Intellectual Disability can learn quite a bit when placed in environment

carefully engineered to foster learning. Such careful engineering is more critical with

retarded children than with normal intelligent children. It is of paramount importance to

realize that even children whose exceptionalities are extreme can be helped to lead happy

and productive lives. Whatever be the level of deficiency, help them to realize the powers

of intelligence. In the light of the above discussion, this study attempts to understand and

explore the experiences and reflections of children with Intellectual Disability. The main

objective of this study is to enquire into the adaptive behavior with respect to the social

skills of such children in respect of the ideas and descriptions given by persons with

Intellectual Disability about world of events, objects, actions and relations, it may

generate adequate disciplinary knowledge and theoretical ideas related to their social

systems. It also identifies certain gaps in the existing knowledge pertaining to the children

with Intellectual Disability.

ORIGIN OF RESEARCH PROBLEM: From prehistoric times through the ancient

civilization of Mesopotamia, Greece and Rome, the treatment of people with disabilities

was characterized by its variability. Mental retardation was not usually differentiated from

other handicapped conditions. The responses of societies to individuals with disability

ranged from more kindness to extreme cruelty. As reflected in the widespread practice of

infanticide, a key issue during this period was whether infants with disabilities should be

allowed to survive. “The right to survival “of these children is the right support we can

provide as human. The question of precisely what constitutes human treatment for people

with Intellectual Disability continues to be the focus of widespread debate. Therefore, this

study makes us to understand how children internalize the various aspects related to the

world of objects, events, relations and actions. This enquiry further includes certain

underlying operations, which are related to the social adaptive behavior of children with

Intellectual Disability.

Research studies on social skill development of children with Intellectual Disability are

very scant. However, there is a need to find out the effectiveness of teaching and the

learning of social skill development among the children. Therefore, the present study

focuses on investigating the achievement of social skills in children with Intellectual

Disability, attending special schools.

6

INTERDISCIPLINARY RELEVANCE:

This study also attempts to understand and explore the experiences and reflections of

children with Intellectual Disability. The main objective of this study is to uncover the

social adaptive behavior of such children; it may generate an adequate disciplinary

knowledge and theoretical ideas related to their social system. It also identifies certain

gaps in the existing knowledge.

The present study can be placed in the interphase of multiple disciplines like special

education, social psychology, educational studies; developmental and behavioral

psychology of education. Principles and ideas from the contemporary research in these

disciplines will be drawn to evolve a comprehensive frame work of the study. Since this

work is rooted in the multiple disciplines mentioned above, the implications and

relevance of this research work can be traced in the interdisciplinary context of

understanding social skills of children with Intellectual Disability.

Social skills can help children to have successful experience in interacting with others,

and rebuild self-concept and adaptation in their peer groups and community. Secondary

gains like gaining more attention and appreciation from other people is also rewarding for

them. However, for students who have an intellectual disability, understanding and

demonstrating social skills can be a hard skill to master. Given the limited research

investigation social skills among children, especially children with intellectual disability,

the present investigation studied the social skills of children with intellectual disabilities.

Considering significance of social skills among the children with Intellectual Disability

and their social skills in classroom felt as dire need and this study is an attempt to know

the importance of social skills in their life. In particular, this study was aimed at

identifying different social skills by surveying their functional academic check list of

children belonging to secondary and pre-vocational classes.

7

OBJECTIVES:

To study the social adaptive behavior of children with Intellectual Disability with

respect to their level of Intellectual Disability

To study the social adaptive behavior of children with Intellectual Disability with

respect to their class of study

To study the social adaptive behaviour of children with Intellectual Disability with

respect to their gender

To study the social adaptive behaviour of children with Intellectual Disability with

respect to their years of study in the school.

To study the social adaptive behaviour of children with Intellectual Disability

with respect to their Fathers Educational status.

HYPOTHESES:

1. There is a significant difference in the social adaptive behaviour of the children

with mild and moderate Intellectual Disability.

2. There is a significant difference in the social adaptive behaviour of the pre-

vocational and secondary children with Intellectual Disability

3. There is a significant difference in the social adaptive behaviour of boys and girls

with Intellectual Disability.

4. There is a significant difference in the social adaptive behaviour of the children

with Intellectual Disability with respect to their years of study in the school.

5. There is a significant difference in the social adaptive behaviour of the children

with Intellectual Disability with respect to their Fathers Educational status.

8

SAMPLE:

The present study was carried out on a sample of 50 children between the age group of 11

to 17yrs, by following random purposive sampling technique. The participants for the

present study consist of children with mild and moderate Intellectual Disability, ranging

age from 11 to 17 years who are in secondary (This group includes students between age

group of 11-14 years. It is mixed group (i.e., Students promoted from both Preprimary,

Primary-I &II. Students on achieve 80% before age of 14 years and may be promoted to

secondary group and Pre-vocational I classes(Students in the age group of 15-18 years).

The primary focus of training is on preparing students in basic work skills and domestic

activities. Hence, the major content covered in the checklist are in the areas of

occupational, social and academics.

The sample was drawn from special schools situated in the twin cities of Hyderabad and

Secunderabad. Sample selected from 1. National Institute for empowerment of persons

with Intellectual Disabilities(DIVYANGJAN) NIEPID Special Education Center,

Manovikas Nagar, Secunderabad 2.Special school of Sweekar Academy of Rehabilitation

Sciences, Secunderabad. The sample size for the present study is 50 special children.

Students were selected by random purposive sampling method. Children with mild and

moderate intellectual disability were compared on basic social skills of functional

Assessment checklist for Programming.

METHODOLOGY:

The researcher had taken permission from the principals of the selected two schools. The

researcher collected the data from the records of the functional academic checklist for

programming and through observation and interviewing the concerned special educators.

The social skills information is collected from the scholastic functional check list. The

present study is a descriptive research study. Survey method was used for collecting the

data from children attending secondary education program and pre-vocational program,

On the basis of the review of the related literature and preliminary field investigations, the

research design is worked out and data is collected from Functional Assessment checklist

for Programming of Special Schools for a period of one year

9

TOOL:

A format was developed to record the background information about the subject, like

Name, Chronological age, Mental Age, Gender, Class(Secondary and Pre vocational ),

Level of Intellectual Disability(Mild and Moderate),Years of schooling of students in

special school, Fathers Education .

The researcher collected the data by going through the Functional Assessment checklist

for Programming and through observation and asking information from the teachers and

collected data of mental age and social skills rating from the progress reports and from

checklist.

Functional Assessment checklist for Programming (FACP) developed by the department

of Special Education, NIEPID is used for both assessment and programming educational

plans for Children with Intellectual Disabilities. The content of the checklist consists of

the areas to be trained are grouped under domains: Personal, Social, Academic,

Occupational and Recreational. As far as possible all items listed are activity based so that

setting, teaching, goals and evaluation strategy are easy. For the purpose of this research

only items that are listed under social skill domain is considered.. This tool consists of

individual checklist separately for preprimary to prevocational levels. Grouping is done

based on the ability and chronological age into different levels such as Preprimary, Primary-

I, Primary-II, Secondary, Prevocational-II, Prevocational -I and Care group. A student who

achieves 80% of the items in the concerned class including the items in academic area will be

promoted to next level and those students who do not achieve 80% of the items in the

checklist are placed in the same class until they achieve 80% for maximum period of three

years. The checklists are pinned groupwise so that the respective teachers can have the

checklist relevant to the group she /he teach.

10

RESULTS:

The data collected was analyzed using appropriate statistical measures. To compare the

social skills achievement of the subjects the Mean, SD and independent t-test were

computed. The results are discussed below

Descriptive Statistics

N Minimum Maximum Mean Std. Deviation

Per cent score 50 12.50 88.90 .5380 17.765

50

Objective-I:To study the social adaptive behaviour of children with Intellectual

Disability with respect to their level of Intellectual Disability

S.No Level Frequency Percentage

1 Mild 34 68.0

2 Moderate 16 32.0

Total 50 100

11

Table 1 :Differences in Mean, Standard Deviation and t-value of children’s social

skills with regard to the level of the Intellectual Disability

Level N Mean Std.

Deviation

Std.

Error

Mean

t Sig.(2tailed)

Mild

Mod.

34

16

59.85

36.98

12.98

16.74

2.22

4.18

5.286

df -48Highly Significant0.000

Interpretation:

It is evident from the above table I- The Mean value (M= 59.85) obtained for the children

with mild Intellectual Disability is more than the mean value (M=36.98) of children with

moderate Intellectual Disability. The standard deviation (SD=12.98) of children with mild

Intellectual Disability is less as compared to standard deviation of children with moderate

Intellectual Disability(SD=16.74). The obtained t-value (df=48) is 5.286 which is greater

than the table value t =2.011; p<0.00. Therefore, the Research Hypothesis is accepted and

Null Hypothesis is rejected. It clearly indicates that there is a highly significant difference

in the social adaptive behaviour of the mild and moderate children with Intellectual

Disability.

12

Graph.1 Differences in Mean and standard deviation of children‟s social adaptive

behaviour of the of the mild and moderate children with Intellectual Disability

Objective :-II To study the social adaptive behaviour of children with Intellectual

Disability with respect to their class

S.No Class Frequency Percentage

1

2

Total

Pre vocational 27 54.0

Secondary 23 46.0

50 100.0

Level

Mild

Mod.

0

10

20

30

40

50

60

12

34

Level

Mild

Mod.

13

Table 2: Differences in Mean, Standard Deviation and t-Value social skills of

children with Intellectual Disability with regard to class.

Level N Mean Std. Deviation

t

Pre

vocational

Secondary.

27

23

58.84

45.13

17.25

15.64

2.921

df -48Significant0.005

Interpretation:

It is observed from the above table 2- The Mean value (M=58.84) obtained for the pre-

vocational students is less than the mean value (M=45.13) of secondary students. The

standard deviation (SD=15.64) of pre-vocational students is less as compared to standard

deviation of secondary students (SD=17.25). The obtained t-value is 2.921 which is

greater than the table value t (df=48) =2.011; p<0.005. Therefore, the Research

Hypothesis is accepted and Null Hypothesis is rejected. It clearly indicates that there is a

significant difference in the social adaptive behaviour of the pre-vocational and secondary

children with Intellectual Disability

14

Graph.2: Differences in Mean and standard deviation of children‟s social adaptive

behaviour of the pre-vocational and secondary class

Objective:-III: To study the social adaptive behaviour of children with Intellectual

Disability with respect to their Gender

S.No Gender Frequency Percentage

1 Boy 25 50.00

2 Girl 25 50.00

Total Total 50 100

Pre vocational

Secondary0

20

40

60

MeanStd.

Deviation

Pre vocational

Secondary

15

Table 3: Differences in Mean, Standard Deviation and t-Value social skills of

children with Intellectual Disability with regard to Gender.

Gender No Mean Std.

Deviation

Std.

Error

Mean

t

Boys 25 54.90 14.14 2.82 0.939

Girls 25 50.17 20.79 4.15

Df–48

Significant0.005

Interpretation:

It is clear from the above table 3 -The Mean value (M= 54,90) obtained for the boys is

more than the mean value (M=50.17) of girls . The standard deviation (SD=14.14) of

boys is less as compared to standard deviation of secondary students (SD=20.79). The

obtained t-value is 0.939 which is lesser than the table value t (df=48) =2.011; p<0.005.

Therefore, the Null Hypothesis is accepted and Research Hypothesis is rejected. It clearly

indicates that there is no significant difference in the social adaptive behaviour of boys

and girls with Intellectual Disability. So, the strengths and weaknesses of mentally

retarded boy and girl students are the same at each of the social skills of functional

academic check list. And there is no difference between them in this respect.

16

Graph:3 Differences in Mean and standard deviation of children’s social adaptive

behaviour of the of boys and girls with Intellectual Disability

Objective IV:To study the social adaptive behaviour of children withIntellectual

Disability with respect to their years of schooling.

S.No Years of schooling Frequency Percentage

1 < 10 years 22 44.00

2 > 10 years 28 56.00

Total 50 100

Gender

Boys

Girls

0

10

20

30

40

50

60

12

34

Gender

Boys

Girls

17

Table 4: Differences in Mean, Standard Deviation and t-Value social skills of

children with Intellectual Disability with regard to Years of Schooling.

Yearsof

schooling

N Mean Std. Deviation t

Below 10 years 28 47.68 16.71 2.267

Above 10 years 22 58.70 17.49

df -48Significant @ 0.028

Interpretation:

It is observed from the above table: 4 -The Mean value (M= 58.70) obtained for the

children whose year of schooling is above 10 years is more than the mean value

(M=47.68) of children whose years of schooling is below 10 years. The standard

deviation (SD=17.49) of the children whose years of schooling is above 10 years is more

as compared to standard deviation of children whose years of schooling is below10 years

(SD=16.71). The obtained t-value is 2.267 which is greater than the table value t (df=48)

=2.011; p<0.028. Therefore, the Research hypothesis is accepted and Null Hypothesis is

rejected. It clearly indicates that there is a significant difference in the social adaptive

behaviour of the children with respect to their years of schooling.

18

Graph: 4- Differences in Mean and standard deviation of children‟s social adaptive

behaviour of the children with respect to their years of schooling

Objective:-V: To study the social adaptive behaviour of children with Intellectual

Disability with respect to their level of father’s education

S.No Fathers

Education

Frequency Percentage

1 Up to SSC

26 52.0

2 Above SSC 24 48.0

Total 50 100

Table 5: Differences in Mean, Standard Deviation and t-Value social Adaptive

behaviour of children with Intellectual Disability whose father’s education up to

SSC and above SSC

Fathers

Education

N Mean Std.

Deviation

t

Up to SSC 26 45.89 3.66 2.962

Above SSC 24 59.73 13.74

Df– 48

Significant

0.005

0

10

20

30

40

50

60

Below 10 years Above 10 years

Mean

SD

19

It is observed from the above table:V -The Mean value (M= 45.89) obtained for students

whose father‟s education up to SSC is less than the mean value (M=59.73) of students

whose father‟s education above SSC. The standard deviation (SD=3.66) of for students

whose father‟s education up to SSC is less as compared to standard deviation of students

whose father‟s education above SSC (SD=13.74). The obtained t-value is 2.962which is

greater than the table value t (df=48) =2.011; p<0.005. Therefore, the Research

Hypothesis is accepted and Null Hypothesis is rejected. It clearly indicates that there is a

significant difference in the social adaptive behaviour of the children with respect to the

students whose father‟s education up to SSC and above SSC

Graph: 5 Differences in Mean and standard deviation ofchildren’s social adaptive

behaviour of the students whose father’s education up to SSC and above SSC

0

10

20

30

40

50

60

MEAN SD

Upto SSC

Above SSC

20

FINDINGS AND DISCUSSIONS:

The present study entitled “Social skills of children with mental Retardation :A

Pedagogical Intervention” was carried out on a selected sample of 50 children between

the age group of 11to 17yrs. Survey method was used for collecting the data from

children attending secondary education program and prevocational program, who were

selected by following random purposive sampling, Children with mild and moderate

retardation were compared on basic social skills which is one of the domain of functional

Assessment checklist for Programming. In the beginning children did not have much

interaction with and not responding to the researcher. They were getting easily distracted

by the environment and other external factors. Yet, with continuous encouragement and

interaction from the researcher and, they started interaction with ease. The children

showed enthusiasm in participating in the activities provided by the teacher, which were

observed by the researcher.

As stated earlier the study focused on Investigating the social adaptive behavior of

children with Intellectual Disabilities with respect to certain independent variables likes,

Level of Intellectual Disability

Class of children with Intellectual Disability

Gender of children with Intellectual Disability

Level of father‟s education and,

Years of schooling.

The data collected has been analysed with respect to the dependent and independent

variables. The null hypotheses formulated have been tested by appropriate statistical tests.

the discussion of the findings, are :

21

This study reveals that the level of Intellectual Disability has a bearing on the Social

skills of children with Intellectual Disability. There is a significant difference between

the children with mild and moderate Intellectual Disability with respect to their Social

skills. The maximum number of children with mild Intellectual Disability is able to

perform better in Social skills, when compared to children with moderate Intellectual

Disability. Majority of the children with mild Intellectual Disability were able to

participate in most of the social activities given, whereas the children with moderate

Intellectual Disability were not able to participate in most of the social activities.

However, irrespective of their severity, majority of children with Intellectual Disability

scored very high marks in social skills.

The findings of the study have indicated that there is a highly significant difference in

the social adaptive behaviour of the mild and moderate children with Intellectual

Disability. Children with mild Intellectual Disability is having more social skills (M=

59. 85) than the mean value of children with moderate Intellectual Disability

(M=36.98). According to the findings of this study Denis G. Sukhodolsky and Eric M.

Butter (2007) in their study “Social Skills Training for Children with Intellectual

Disabilities” found that Social skills deficits of children with mild ID may be very

subtle and interpersonal behavior may appear similar to that of normally developing

children. Moderate, severe, and profound levels of cognitive impairment are associated

with increasing needs for supportive services and special assistance in education and

daily living.

Social skills are important for teaching functional academics, community living and

vocational training for children with Intellectual Disability and the need for more

emphasis is on training of social skills of children attending special schools.

Therefore, teachers and parents should focus on the development of social skills as a

part of the school curriculum for the overall development of children with Intellectual

Disability.

22

There is a significant difference in the social adaptive behaviour of the pre-vocational

and secondary children with Intellectual Disability and many other similar ones prove

the importance and the role of the social skills in having desirable relation with peers,

parents, teachers and the society on the whole. Hughes, Golas, Cosgriff, Brigham,

Edwards, and Cashen (2011) mentioned that effective social skills are of great

importance for the successful school performance, including participation in the

classroom, academic engagement, and social interference. However, in secondary

education, although conversation with teachers and peers is the main means of social

interaction in the classroom and expectations for appropriate communication and the

demands for social approval increase, the level of social skills in students with ID is

extremely low. So, in view of limited interaction ability and very few common

experiences that usually exhibit between classmates with or without disabilities, it is

mandatory to provide education of social skills and chances for social interaction at

the same time

It is noticed that gender background does not have any bearing on Social skills of

children with Intellectual Disability. Data reveals that boys and girls with Intellectual

Disability do not differ significantly with respect to their Social skills. After the

analysis and testing of the hypothesis, it is clearly evident that the variable „gender‟

does not have any influence on children‟s social skills. Irrespective of various

backgrounds both the boys and girls are equally getting involved in different social

activities. This may be because of absence of gender discrimination in this context.

So, the strengths and weaknesses of mentally retarded boy and girl students are the

same both at components level and each of the social skills level of functional

academic checklist; and there is no difference between them in this respect.

The findings emerged in the study are supported by the study of Dean, Michelle

Carol(2013): according to which “Sex Differences and Gendered Behaviors: An

Analysis of School-Age Children and Adolescents with High-Functioning Autism” In

the study, gender differences were also detected in the observed social characteristics

and behaviors of children with ASD. Both boys and girls with ASD primarily engaged

in same-gender play and socializing activities when hanging out at school. Within the

ASD sample, girls with ASD made more social initiations and were more persistent in

23

gaining access into peer groups compared to boys with ASD. Boys with ASD spent

more time alone and rejected more social initiations compared to girls with ASD.My

study is in contrary with studies of McClintock, Hall, and Oliver (2003) summed up

their meta-analysis by concluding that men were more likely to show aggression than

females. Likewise, based on their literature review, Witwer and Lecavalier (2008)

surmised that boys and male adolescents were more likely to show disruptive,

antisocial and problem behaviors than their female counterparts.

It is also observed in the present study that, there is a significant difference in the

social adaptive behaviour of the children with respect to the students whose Father‟s

Education up to SSC and above.

It is observed that Father‟s „educational background may be influencing the social

skills of children with Intellectual Disability. Children with Intellectual Disability

with different father‟s educational background differ significantly with respect to

their social skills. Majority of children with Intellectual Disability‟s whose

Fathers‟ studied above SSC, possess high level of social adaptive behaviour. It

may be further concluded that the Fathers‟ educational level might have influenced

on their children‟s social skills to achieve high scores. Further it reveals that as the

Fathers‟ education is increasing, there is also corresponding increase in their

children‟s levels of social skill. Analysis of the students responses indicate that

theFathers‟ education play a considerable role in shaping the social behaviour of

their children. The results corroborate with the findings of the study of Rashmi

Upreti and Ritu Singh (2016) “Impact of Social Class on the Behavioural Skills of

Mentally Challenged Children” results indicated that on the whole it can be concluded

that whether the mentally challenged children‟s learning ability, I.Q, support and

positive attitudes of family members that made the child to learn basic adaptive

skills. That is why endeavors to be made by parents to expand their education

level which make them progressively mindful with respect to the child‟s

circumstance and along these lines influence them to put more focus in

controlling the unwanted practices of their children by providing positive fertile

environment which stimulates and nurture their child‟s adaptive skills. Educated

24

parents can use their intellectuality to use innovative techniques to make

learning more easy and entertaining for the child‟.

The data reveals in the study that the social skills of children with Intellectual

Disability depend on their years of schooling. The study reveals that there is a

difference between the social skills of children with mild and moderate Intellectual

Disability with respect to their years of schooling. Majority of the respondent‟s

belonging to the group who study more number of years of schooling possess high

level of social skills. Further it reveals that, as the number of years of schooling is

increasing, there is also corresponding increase in their social skills. Majority of

the children with mild Intellectual Disability were able to participate in more

social activities such as: introducing themselves to strangers, maintaining good

relationships with friends, performing the activity requested by the teachers,

participating in group games, wait for his/her turn while playing games, taking

care of their own belongings in the school, wishing teachers and elders in the

school, asking help for personal needs, when required during conversation asks

relevant questions, during conversation spontaneously try to express ideas to other

people etc. Majority of the children with mild Intellectual Disability were able to

participate in most of the social activities, whereas the children with moderate

Intellectual Disability were not able to participate in most of the social activities,

may be because of their less interest and low attention span. Social skills are more

in children with more than 10 years of schooling when compared to less than 10

years group. One of the reasons could be due to continuous schools and years of

training in the school the social skill achievement is higher in the group of children

with more than 10 years of schooling. So it once again provides us evidence that

consistent and continuous training is must for children with Intellectual Disability.

Social skills act as building blocks for companionships; they provide children the

chance to learn from their peers. Students' capacities to effectively interact socially

will affect their success in school, their long-lasting connections and relationships.

Students appreciate coming to school in case they get the opportunity to relate and

interact with others. Since school is the first social organization outside the family,

25

it plays an important role in the development of social traits in children with and

without disabilities. The teacher acts as a facilitator by organizing activities

leading to interaction among children. In support to this study, few other studies

such as Lee and Odom (1996), have reported that classroom interaction enhances

social development in children with disabilities.

The study of Beth Hurst, Randall Wallace, Sarah Nixon (2013) findings reveal that

students in all three courses perceived that social interaction improved their

learning by enhancing their knowledge of literacy and teaching and their critical

thinking and problem-solving skills. They perceived that interacting with their

classmates contributed greatly to their learning in the class and strong connection

between social interaction in the classroom and their learning. Contrary to the

present study Umadevi VM, PS Sukumaran (2012), in their “Functional Social

Skills of Adults with Intellectual Disability” found that the number of years of

schooling is an insignificant factor in the development of functional social

skills. But the study of O‟Handley, Ford, Radley, Helbig, and Wimberley (2016),

stated that the social lacks of social skills among the people with ID become more

obvious during high school when the expectations for social communication are

bigger and the participation in the class is made through social interaction.

The study of Plavnick, Kaid, and MacFarland (2015) showed similar results, by

utilizing an educational program of social skills in groups of students with and

without ID. More specifically, they studied the application of the program “video-

based group instruction” (VGI) in general high school in order to evaluate the

generalization of targeted social skills in general school environments and also

evaluate the long-term preservation of acquired social skills in students with ID.

26

Majority of the children with mild Intellectual Disability exhibited social behaviour

most frequently by participating in most of the classroom social activities. Irrespective

of their level of severity children with Intellectual Disability scored very high marks

in social skills compared to other skills. It can be concluded that children with

Intellectual Disability exhibit delays in all aspects of social skills It is felt if some

verbal and nonverbal prompts are provided, these children can manage social acts

well in familiar situation.

All these findings clearly indicate, lack of social skills in students with Intellectual

Disabilities indicates the necessity of including these skills in rehabilitation and

training programs. According to the outcomes of the present study almost all the

selected children showed some behaviors same as children without intellectual

disabilities in expression of friendship, greetings and helping each other. However,

there is a limitation interpreting verbal communication because of this they tend to

lack appropriate social skills as they have trouble holding interactions with others,

mainly in the areas of initiating a talk, shifting from and asking details expressing

doubts. The present study also revealed that the children with Intellectual disability

from secondary class lag behind in seven areas out of 18 social skills included in the

Functional Assessment checklist for Programming.

This not only affect the student during his or her school years, but also as an adult.

After thorough analysis of items of social skills checklist in progress card of all

sample the identified deficits in Social skills that were found in my sample are

mentioned below:

27

Out of 18 social skills of Functional Assessment checklist for Programming, the

following 7 social skills they find it difficult to achieve for Secondary students

Task

No

Social skills

2 Goes by a walk to a shop or play ground or friends house in km. periphery of

the neighborhood and returns

3 Buys two items written on a chit from the shop near to his house

9 Buys correct postage from the post office when told

10 Tells/gestures that he requires money to travel by bus, auto taxi, train and aero

plane

13 Remembers information and passes on appropriately to concerned person

(verbal /gestural)

14 Narrates in 2-3 sentences about a past event without prompts (if nonverbal

makes self-understood by gestures and actions)

17 Appropriately uses past, present and future tenses of verbs in sentences.

28

The present study also revealed that the children with Intellectual disability from Pre-

vocational class lag behind in seven areas out of 16 social skills included in the

Functional Assessment checklist for Programming.

Out of 16 social skills, the following 7social skills they find it difficult to achieve for

prevocational students

Task

No

Social skills

4 Orders items of his choice in a restaurant or a hotel

10 Reads essential sign boards for getting the work done

11 Selects, buys, signs and sends cards to significant persons for New Year and

other occasions

12 Keeps appointments

13 Tells time upon request

14 Goes to cinema hall, stands in a queue, and buys ticket to see a film

15 Receives telephone calls and responds or passes on information when told to

Students with intellectual disabilities tend to lack appropriate social skills due to a variety

of reasons. These students have difficulty interpreting verbal and non-verbal

communication. They have trouble holding conversations with others, mainly in the areas

of initiating a conversation, transitioning from one topic to another and asking queries

expressing doubts. These students also have difficulty with problem solving.

29

Use constant reinforcement until the behaviour is learnt. Modify the degree of

reinforcement accordingly. Instant reinforcement was more effective for them than a

token system. Intangible reinforcement was also important, as they may also understand

the meaning of praise and encouragement verbally and gestural.

If these disabilities are unnoticed, unanswered, ignored and such children‟s needs are not

met in regular class rooms or special education within the school. It brings scholastic

backwardness in these children. Conducting interventional studies regarding social skills

training to students, based on the identified weaknesses in mentally retarded students in

various skills, is suggested. It is recommended that curriculum designers can use teachers‟

opinions in developing and teaching any intervention plan to develop instructional

strategies, media and materials, by adopting the remedial strategies along with guidance

and counseling.

Abbas Ali Hosseinkhanzadeh (2014) research on assessment and identification of social

skills deficits in students with mental retardation for designing intervention programs. At

the end analyses of data indicated students with mental retardation have difficulties in two

components of social skills: task management and school attendance. The most important

goal of social skills assessment in students with mental retardation is identify social skills

strengths and deficits for developing intervention programs based on assessment results.

The results of the study can be used to review the formal and informal curricula of

students with mental retardation in social skills course. Conducting interventional studies

regarding social skills training to students, based on the identified weaknesses in mentally

retarded students in various skills, is also suggested.

Intellectual Disability negatively affects a range of developmental functions of a person

such as cognitive, biological-medical, emotional, and social dimensions, So, identifying

the strengths and weaknesses of students with Intellectual Disability in the different areas

of social skills and developing appropriate intervention strategies are the major tasks of

psychologists, counselors, teachers and other experts in the field of education.

30

Class room activities can be organized around core areas crucial to social development

related to Positive Social Skills in the primary grades. Each lesson can place a specific

skill within the context of real-life situations, giving teachers a means to guide students to

think about why the social skill is important. The hands-on activity that accompanies

each lesson helps students to work through, think about, discuss, and practice the skill in

or outside of the classroom. Teachers can provide lessons in worksheets, to help children

become aware of acceptable social behavior and develop proficiency in acquiring basic

social skills.

Findings of different studies indicate that social skill training can reduce social anxiety,

delinquency, common depression, anger, social disorder, maladjustment, negative

behavior towards peers, and many other emotional and behavioral problems (Coie , Terry,

Lenox et al, 1998). Result of present study are consistent with Ilknur and Bulbin ,2007;

Matson and Boisjoli ,2008; Singh et al., 2002; 3

31

SUGGESTIONSAND RECCOMENDATIONS:

Though meticulously planned and systematically carried out, the present study is

constrained by some limitations. After a prolonged interaction with the children with

Intellectual Disability for about one and half year , it is felt that few suggestions could be

made in this study that may be helpful both for their parents and teachers in and outside

the school.

Research studies in the area of social adaptive behaviour of children with

Intellectual Disability are limited in number. Research in this area is absolutely

essential to explore the hidden potentials of children with Intellectual Disability.

Further research in this area might prove to be helpful in exploring such latent

abilities and helping such children in constructive way.

Due to lack of time, and resources , this study is confined to only two institutions,

National Institute for empowerment of persons with Intellectual

Disabilities(DIVYANGJAN) NIEPID Special Education Center, Manovikas

Nagar, Secunderabad and Special school of Sweekar Academy of Rehabilitation

Sciences, Secunderabad. Extending the study to other institutions would have

been more reliable.

The study has focused on the social adaptive behaviour of children with

Intellectual Disability confirming to their classroom behaviour and interactions.

Children‟s behaviour outside the class, at play place and at home, their interactions

with community members and parents have to be considered and it would have

been extended to all other situations mentioned above.

32

A comparative study could be carried out to find out whether school environment

or home environment as contributing factors in developing social adaptive

behaviour among children with Intellectual Disability.

The same variables can be studied in larger sample in depth to replicate the

findings, which would help in a more reliable generalization.

Instructional materials could be prepared to nurture the social adaptive behaviour

of children with Intellectual Disability.

The prevalent curriculums in institutions for children with Intellectual Disability

require revision. The study reveals that there are certain gaps in curricular practices

in the institutions selected. During the course of the study the Researcher found

that by and large the same curricular frame work is prevailing in almost all such

institutions. This official frame work of curriculum is not providing rich

experiences in the area of modification of social adaptive behaviour. In light of this

study, there is a need to re-define the curriculum frame work by creating

substantive space for concrete activities and experiences for the purpose of

modification of social adaptive behaviour of such children.

33

CONCLUSION:

It can be concluded that Students with Intellectual disability who acquire good

social skills, and show more favorable social behavior, have more positive self-

concept and this leads to the understanding of their limitations and capabilities in

better ways. It was observed that when the children started to display more interest

in the group they were also willing to stay in the group and felt secure in the group

environment. This shows enhancement in their sense of belongingness, when

teachers helped them feel rewarded after interacting with others, like giving

reinforcement after they had shown some interaction during the activities. A child

with Intellectual disability may prefer to play with children of his mental age, as

feels secure, understood, and accepted. Therefore, it is necessary to consider social

skills training to all students, especially students with Intellectual Disability who

have difficulty in communicating with peers. Obviously, appropriate social skills

training and providing opportunities and experiences will increase their social

interactions, and causes the students to apply strategies and social skills in all

environments and real life situations. Accordingly, social skills training in schools

by teachers and counselors focusing on identified weaknesses can be

implemented. In addition to those social skills in which children with Intellectual

disability are lagging behind may be given compensatory skill development

programs to be on par with other children of Intellectual disability in the same

group. Further, it is also observed that the teachers working in these schools are

specially trained, however they are not updated fully in imparting education to

this group of Intellectual disability as there are no opportunities for them to update

their skills due to lack of provisions for In-service Education. Therefore, there is

an urgent need to formulate some short term programs, in-service programs basing

upon the recent researches carried out in area of educating children with

Intellectual disability across the globe.

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Sample selected from National Institute for empowerment of persons with Intellectual Disabilities(DIVYANGJAN) NIEPID Manovikas Nagar and Special school of Sweekar Academy of Rehabilitation Sciences, Secunderabad

Sample selected from National Institute for empowerment of persons with Intellectual Disabilities(DIVYANGJAN) NIEPID Manovikas Nagar and Special school of Sweekar Academy of Rehabilitation Sciences, Secunderabad

Sample selected from National Institute for empowerment of persons with Intellectual Disabilities(DIVYANGJAN) NIEPID Manovikas Nagar and Special school of Sweekar Academy of Rehabilitation Sciences, Secunderabad

Sample selected from National Institute for empowerment of persons with Intellectual Disabilities(DIVYANGJAN) NIEPID Manovikas Nagar and Special school of Sweekar Academy of Rehabilitation Sciences, Secunderabad

Sample selected from National Institute for empowerment of persons with Intellectual Disabilities(DIVYANGJAN) NIEPID Manovikas Nagar and Special school of Sweekar Academy of Rehabilitation Sciences, Secunderabad

Sample selected from National Institute for empowerment of persons with Intellectual Disabilities(DIVYANGJAN) NIEPID Manovikas Nagar and Special school of Sweekar Academy of Rehabilitation Sciences, Secunderabad

Sample selected from National Institute for empowerment of persons with Intellectual Disabilities(DIVYANGJAN) NIEPID Manovikas Nagar and Special school of Sweekar Academy of Rehabilitation Sciences, Secunderabad