A Relation between Special and Inclusive School Children on Accomplishment of Sociable Skills of Children with Intellectual Disabilities

Abstract

This is research work is an attempt to find out relation between Special and Inclusive School Children on Accomplishment of Sociable Skills of Children with Intellectual Disabilities was conducted. Survey method was carried out for the collection of data. The size of the sample was 150 children with Intellectual disabled (75 attending Special School and 75, attending Inclusive schools.) residing in Gondia district of Maharashtra. Sociable skills rating scales (Christina P,2014)  was used by the researcher to measure the Accomplishment of Sociable skills. Data were analyzed by using descriptive statistical technique like mean, SD and t –test. The findings of the study indicated that there was no significant difference in the Accomplishment of Sociable skills of children in Special School compared to Inclusive schools. No significant relationship was found between Sociable skills Accomplishment and age, gender and type of family of children with Intellectual disabled. Further comparison of Accomplishment of Sociable skills indicated a higher Accomplishment in attachment domain and a low Accomplishment in Initiation domain in both the groups of children.