Disabled Students in acquiring social skills

Disabled Students

The chapter conducts a cognitive overview of some of the methods used in the completion of the study. As pointed out earlier, the primary objective of the project is to determine the Factors that Influence Teachers’ Ability to implement interpersonal acquisition Social Skill among Students with Intellectual Disabilities (Hetzroni&Banin, 2016). It is imperative for the chapter also to take an in-depth look at the statement of the problem in the research paper. Afterwards, the methodology chapter will shed some light on the nature of the research design, together with the sample selection. The report will go ahead to explain the sources of the data used their collection procedures and their authenticity for use in the project. The chapter ends by explaining the methods of analysis used for the project, the ethical considerations and some of the challenges encountered when doing the project.

The study wanted to determine the type of education curriculum that can best help the intellectually disabled children to gain the most magnificent interpersonal social skills both at home and the schools’ environments. The subjects of the debate are the independent and the academic curriculum. The primary purpose of choosing this study was to help create awareness for the different challenges faced by disabled students in school and possible solutions that should take to help them achieve their goals.

Research Question

In a bid to complete the qualitative study, the following are the research questions that helped in the completion of the project.

Q1: What preference do sped teachers have of implementing interpersonal social skills (there preferred method of fulfilling their acquisition of social skills in school).

Q2.What strategies do they use: the policies differ based on gender and experience based on the individual and academic curriculum?

Q3. How well did the student initiate the interview? For example, did the student explain what type of information sought and why?

Q4. How well did the student conduct the interview? For example, how effective were the use of questions, the pace of the conversation, voice, eye contact, and note-taking?

Q5. Did the intellectually disabled students aspire to have better social skills through the different ways their teachers help them?

Q6. How do the teachers create a conducive environment to assist the students in acquiring social skills?

Q7. How do the parents play their role in helping the students have better social skills that help them indulge with society?

Q8. Through the different methods used by teachers to instil these social skills, what alternative is most suitable in ensuring the students overcome their challenges in school?

Q9. What kind of environment should create to help disabled students gain better skills?

Q10. Do the findings on this research correspond with all institutions that offer education for the disabled students?

Research Methodology

            Primarily, the research study employed the use of a qualitative research design. The students, parents and teachers used in the completion of the survey were used to draw meaning out of their own experiences. After getting the emic view of the research participants, it is easier for the research to reproduce the final information in the form of qualitative research. The main advantage of qualitative research, as used in the study is that it is flexible and adaptable. It can easily get modified depending on the new information acquired concerning the different types of curriculum and also the study requirements.

It is essential to understand that the qualitative procedures allow for any given theories to get applied to large population sizes. It is inductive and therefore, can get used in such a manner. It is also known for providing a legion of information and a clear understanding of the underlying phenomena (Alobeidli, 2018). In the case of the project, the nature of the qualitative study employed will enable the readers and the future researchers succinctly understand the difference between the different curriculums and methods to teach the social skills. They will also be in a position to differentiate the social skills that the intellectually disabled kids will get. The data obtained gets based on a particular point of view.

The researcher happens to be the primary tool for use in the collection of data in the qualitative study. When a human researcher comes in completion of the study, there is even a clear emotional reflection of the data collected from respondents. The verbal communication would also help the in the immediate processing of the gathered information from the teachers and the students with intellectual disability as well as their parents.

 Research design and data collection

The research involved undertakes qualitative research that is done in view of getting the results of the same. An inclusive criterion is used in the case study concerning the qualitative research method. The requirements are inclusive of the Social Withdrawal Measuring Instruments. This qualitative research method appeared to be the most appropriate method for use in the study. The criteria are taken into account the behaviours of the students and the interviews conducted are bases on the observation of the same students by the researcher. The results of the research will be analyzed in this chapter and the next to find the different implications of the research-based study(Park & Park, 2019). A sequential mixed method design will also be used in the research.

The tools for conducting the survey will first be used in the determination of the accuracy inclusion of the disabled students. This is done using the Social Withdrawal Measuring instrument that is used in the research. The results recorded by the different investigations or the various special needs teachers and their observations that are in alignment with the views seen during the interaction with the students who have the intellectual disability. They also take into account the social withdrawal nature that they exhibit in the interactions with the intellectually disabled students.  The last step is the interview of the teachers to get a full report on the observations conducted by them.

The different data collection methods are inclusive of interviews, observations and questionnaires from a selected sample population. The observations are based on the various criteria used in different settings. They are inclusive of the academic standards and the independent curriculum (Swarnendu, 2012). The different curriculums are studied concerning the implementation of the social withdrawal and application of the social skills by the intellectually disabled students. The study population and sample section describes the setting of the study, providing different qualitative samples and their different descriptions concerning the demographic population that is used in the study. The qualitative research is based on purposeful sampling. This kind of sampling method involves the selection of a sample group of the research population in the study concerning the researcher’s interest.

The basis of this section is done when taking into account the assumptions made by the investigator under the set goals of the research and the understanding of the results. The investigator is set to get the insight of the same, and this requires taking a specified sample group that will elaborately explain the different aspects of the research study.The sample group has differently laid out understanding of the implementation of the social skills based on the different curriculums(Ratz&Lenhard, 2013). The number of participants is not regarded in the qualitative study. The sample is only focused on getting the results based on the research study in question. The qualitative sampling is only deemed invalid when the results obtained in the survey are saturated or start repeating themselves.

Hypothesis:

The purposeful sampling was conducted using participants that were well knowledgeable on the different aspects of the study. They had grade and vast experience in the different curriculums used and their effectiveness in the acquisition of the social skills and the implementation of the same.

Survey Questions

The questions set for the special education teachers in the special schools and the mainstreaming schools as well were asked to the sample groups involved in the study that was conducted. The questions included the need for knowing the different curriculums being used by each teacher and its effectiveness in ensuring the acquisition of the social skills in the intellectually disabled students and they were:

  1. What curriculum does the special education teacher use in providing the successful acquisition of social skills to your students?
  2. In light of the curriculum set for use by the special education teacher, do they think the intellectually disabled students are informed fully on the different social skills and their application in their daily lives? If so, they should explain in detail and provision of the proofs to give light to your assumption.
  • Do the performances of the different intellectually disabled students vary in each student based on the social skills being taught by the special education teacher?
  1. What are the factors that affect the acquisition of the implementation of the social skills to the students under the curriculum used by the teacher?
  2. Evidence the performance of the intellectually disabled students of the acquisition of the social skills regarding the curriculum the special education teachers use in the education of the students? They should share factual proofing of this to support their answer.

Validity and Reliability

The qualitative research conducted was characterized by the interactions of the researchers and the different sample groups in each special school. The interactions that were made by the researchers based on the kind of responses they got from the participants in the mixed sample groups of study(Reiter &Lapidot-Lefler, 2007). The quality of information is to be based on these interactions. Also, the intellectually disabled students’ interactions with the researchers availed the correct behavioural traits that suggested the successful implementation of the social skills taught by the special education teachers in the special schools as well as the mainstreaming schools.

The rational decision making on the different recorded information attained from the study is also to be done through proper monitoring of the data recorded and the inclusion of certain information to involve in the study. Each detail on the information gotten in the research is analyzed thoroughly, and the researcher ensures that the input of the information is of high quality and it vividly describes the accurate data that solves the reason of study, in this case, the research question.

 

 

 

References

Alobeidli, A. (2018). THE FACTORS AFFECTING THE ATTITUDES OF FEMALE EMIRATI TEACHERS TOWARDS THE INCLUSION OF STUDENTS WITH INTELLECTUAL DISABILITIES IN THE GOVERNMENT PRIMARY SCHOOLS IN DUBAI IN THE UNITED ARAB EMIRATES. INTED2018 Proceedingshttps://doi.org/10.21125/inted.2018.0386

Hetzroni, O. E., &Banin, I. (2016). The Effect of Educational Software, Video Modelling and Group Discussion on Social-Skill Acquisition Among Students with Mild Intellectual Disabilities. Journal of Applied Research in Intellectual Disabilities30(4), 757-773. https://doi.org/10.1111/jar.12271

Park, J., & Park, E. (2019).Factors affecting the acquisition and retention of employment among individuals with intellectual disabilities. International Journal of Developmental Disabilities, 1-14. https://doi.org/10.1080/20473869.2019.1633166

Ratz, C., &Lenhard, W. (2013).Reading skills among students with intellectual disabilities. Research in Developmental Disabilities34(5), 1740-1748. https://doi.org/10.1016/j.ridd.2013.01.021

Reiter, S., &Lapidot-Lefler, N. (2007). Bullying Among Special Education Students With Intellectual Disabilities: Differences in Social Adjustment and Social Skills. Intellectual and Developmental Disabilities45(3), 174-181. https://doi.org/10.1352/1934-9556(2007)45[174:basesw]2.0.co;2

Swarnendu.(2012). Employability Skill Acquisition among Malaysian Community College Students. Journal of Social Sciences8(3), 472-478. https://doi.org/10.3844/jssp.2012.472.478


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