Teachers’ Management of Everyday-Living Skills of Intellectually Challenged Learners

Abstract

Intellectually Challenged Learners (ICLs) are a long-lasting medical condition that affects people for the rest of their lives and typically prevents them from reaching their full potential. This study, therefore, investigated teachers’ management of Everyday-Living Skills (ELS) of ICLs. The research is survey-based and primarily descriptive. The study’s population was made up of instructors in public inclusive basic schools in Lagos State, Nigeria. The study’s sample consisted of 100 inclusive basic school instructors in total. The researchers employed a well-structured study questionnaire they had created to gather information on the “Management of ELS of ICLs.” A reliability index of 0.72 was calculated with the aid of the Spearman-Brown Prophecy Formula. To address the questions posed, a mean rating was used. The t-test and Analysis of Variance (ANOVA) were used to evaluate the hypotheses at the 0.05 significance level. This study discovered that when teaching ELS to ICLs, the teacher-direct approach (TDA), generalization and application, task analysis (TA), and positive reinforcement and encouragement (PIE) were consistently used. It was recommended that to enable effective ELS instruction, the government should allot enough funds to equip instructors with the required instructional resources, assistive technology, and improved environments.