Unlocking Potential: Best Practices for Promoting Independence and Life Skills in Intellectual Disability Learners of Special Education Class of Alubijid Central School

Abstract

This study looked at how well a ask-based and game-based strategy may help learners with intellectual disabilities become more independent and develop their life skills. From November 2022 to May 2023, a six-month period, thirteen (13) learners from Alubijid Central School took part in focused interventions aimed at enhancing their life skills. The intervention focused on basic living skills like grooming, cooking, oral hygiene, and domestic chores. The researchers closely observed the learners' development using teacher observations, learner and parent interviews, and checklist assessments. The study's findings showed a considerable improvement in the learners with intellectual disabilities' independence and life skills. Notably, the intervention also highlighted other crucial activity skills, such as grooming, nutrition, personal cleanliness, and health and safety procedures. In conclusion, this study underscores the transformative impact of personalized training through task-based and game-based learning on the independence and life skills development of learners with intellectual disabilities. The significant improvement observed in grooming, nutrition, personal cleanliness, and health and safety procedures highlights the effectiveness of this intervention. These findings not only contribute to the existing knowledge on the importance of life skills instruction for learners with intellectual disabilities but also emphasize the practical benefits of integrating such tailored approaches into broader educational curricula. The demonstrated effectiveness of this strategy suggests its potential applicability to a wider range of learners, advocating for its integration into school programs as a means to enhance the overall well-being and independence of learners with intellectual disabilities.