INSTILLING INDEPENDENCE THROUGH STRUCTURED ENVIRONMENT AMONG INTELLECTUALLY CHALLENGED CHILDREN

Authors

  • Farah Iqbal, Aen-ul-Huda

Abstract

Intellectually challenged children needs lot of effort to put things together and builds meaning in order to operate well in the environment. Low cognitive abilities becomes restrictive and thus develops either dependency on the care giver or negative behaviors among children. The current study aims to evaluate the fact that whether an effective structured teaching method, based on the components of TEACCH programme for Autism Spectrum Disorder can bring the same sense of independence and positive behaviors, as with children with other intellectually challenged children or not. For this a sample of 23 intellectually challenged children with different intellectual level and diagnoses other than ASD were evaluated on few standard structured components based on TEACCH methodology, on tasks which they have already mastered when presented in practice area i.e. independent work station. The present study indicates that previously students were becoming prompt dependent but after the introduction of structured teaching, they can function well independently. Some other aspects were also being noticed which can open areas of further research.

Downloads

Published

2021-06-30

How to Cite

Farah Iqbal, Aen-ul-Huda. (2021). INSTILLING INDEPENDENCE THROUGH STRUCTURED ENVIRONMENT AMONG INTELLECTUALLY CHALLENGED CHILDREN. Pakistan Journal of Educational Research, 4(2). Retrieved from https://pjer.org/index.php/pjer/article/view/179