Impact of Teachers (Educators) in Developing Self Help Skills with Intellectually Impaired Patients
DOI:
https://doi.org/10.52461/ijoss.v4i2.1451Keywords:
Self Help Skills, Intellectually Impaired, Educators, Special EducationAbstract
The primary goal of this research was to identify the impact that teachers (educators) on generating self-help skills with intellectually impaired students. This quantitative study had been adopted a simple random technique. Further, the research questionnaire was divided into three sections. For reliability analysis, Cronbach’s alpha had been used. For section 1 (awareness of teachers for self-help skills) .87 value had been determined. For section 2 (Importance of teachers’ training for self-help skills) and section 3 (Assessment of student’s progress in self-help skills), the values were derived .78 and .83. Findings of this research highlighted the high level of awareness among teachers for self-help skills. They also support that self-help skills are compulsory to lead their life independently. Therefore, teacher training for developing self-help skills among students must be conducted. The study suggests that government should facilitate in-service training programs at the district level.
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Copyright (c) 2022 Sumera Firdos, Sara Hamid, Saif Ullah
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.