The Impact of Inclusive Education on Children with Mild Intellectual Disabiliy in Promoting Social Skills and Peer Positive Attitudes in Trichy District

Abstract

Background: Social skills and social status are important aspects of development that are likely to be

influenced by an individual’s ability to solve social problems appropriately. An important area of development

for children with mild intellectual disability is the development of social skills and social relationships.

When children with disabilities are mainstreamed into general education classroom, they learn to play and

interact appropriately with children of their own age. Inclusion provides opportunities for socialization and

friendships to develop Inclusion help children with disabilities decrease their aggressive and non complaint

behaviour. The study aims to explore the social skills and peer interaction of children with mild intellectual

disability which is considered as the most important factors of social outcomes. Finally, the study is

objectively proposed to find out how the children with mild intellectual disability self rated themselves as

well as the teachers and parents rating of social skills of children with mild intellectual disability in inclusive

education programmes.

Materials and Method: In the inclusive education set up, 200 Children with intellectual disability and their

teachers, parents and also the children without disability (peers) and their parents in the rural and urban areas

of Trichy District were chosen for the study. The data was collected through SOCIAL SKILLS RATING

SYSTEM (SSRS)-Gresham &Elliott, 1990). Obtained data were transcribed and analyzed using Descriptive

and Differential analysis.

Findings: The statistical procedure showed that children with intellectual disability in inclusive education

have average social skills. Since interpersonal contact was associated with positive attitudes towards children

with mild intellectual disabled children, interventions should be directed towards promoting interpersonal

relationships in order to build an inclusive society.

Conclusion: It is essential to build an inclusive society through an inclusive approach. Success of inclusion

demands effective collaboration and meaningful cooperation from all stakeholders associated with education

of children.