STUDY OF FUNCTIONAL STATUS OF INTELLECTUALLY DISABLED (ID) STUDENTS OF INCLUSIVE AND SPECIAL SCHOOLS

Abstract

Present study focuses on studying the functional ability/status of intellectually disabled (ID) students in inclusive and special schools. The objectives of the study were - (i) to study the functional status of ID students in special schools on (a) ‘learning and applying knowledge’, (b) ‘general task &demands’ and (c) ‘communication’ dimensions with reference to their gender (ii) to study the functional status of ID students in inclusive schools on (a) ‘learning and applying knowledge’, (b) ‘general task &demands’ and (c) ‘communication’ dimensions with reference to their gender and (iii) to study the functional status of ID students on (a) ‘learning and applying knowledge’, (b) ‘general task &demands’ and (c) ‘communication’ dimensions with reference to their school category. A total sample of 91 ID students from inclusive schools and 61 ID students from special schools of Bareilly district of Uttar Pradesh, India was selected using purposive sampling method. The findings of the study are – (i) ID students in special schools were not differing significantly on functional status of ‘learning and applying knowledge’ and ‘general task and demands’ dimensions with reference to their gender (ii) though, ID students in special schools were significant different on functional status of ‘communication’ dimension with reference to their gender (iii) No significant difference was found in functional status between ID students in inclusive schools on ‘learning and applying knowledge’, ‘general task and demands’ and ‘communication’ dimensions with reference to their gender (iv) Similarly, there was no significant difference was found between functional status of ID boys and ID girls on ‘learning and applying knowledge’, ‘general task and demands’ dimensions over their school category and (v) Though, the significant difference was found between functional status of ID boys and ID girls on ‘communication’ dimension over their school category. It can be concluded in the light of study that ID students should be provided adequate support services and system to minimize the barriers