DefinePK

Abstract

The study ascertained the impact of evidence-based instructional strategies in enhancing self-help skills among children with moderate to severe intellectual disability. The study identified strategies employed by special education teacher to develop self-help skills incorporating its effectiveness and the associated challenges. This study employed a quantitative descriptive survey design. Data were collected using a structured questionnaire from 60 teachers working in public and private special education institutions in Faisalabad. A five-point Likert scale was utilized to assess the frequency, effectiveness, and challenges of applied strategies. The population comprised all male and female special education teachers serving in public and private special education institutions in Faisalabad. A structured questionnaire was developed as the main research tool, focusing on identifying the strategies teachers use and the challenges they face in teaching self-help skills. The questionnaire consisted of 20 items, designed in consultation with the research supervisor to ensure relevance and clarity. Sixty copies of the validated questionnaire were distributed to special education teachers in Government Special Education Schools for Intellectual Disabilities in Faisalabad. The data collection process included personal visits and interactions with the teachers. A baseline assessment of students’ self-help skills was also conducted using the "Collection of Materials for Self-help Skills" tool. Data were organized and analyzed using frequency and percentage statistics, and results were presented in tabular form. The study found that verbal instructions (73.3%), task breakdown (65%), and positive reinforcement (51.7%) were the most common strategies used by special education teachers. Despite recognizing the value of peer modeling and technology, these were less frequently applied. Key challenges included limited time, resources, and individualized planning, with parental involvement (58.3%) playing a crucial supportive role.