Impact of Teachers (Educators) in Developing Self Help Skills with Intellectually Impaired Patients

Abstract

The primary goal of this research was to identify the impact that teachers (educators) on generating self-help skills with intellectually impaired students. This quantitative study had been adopted a simple random technique. Further, the research questionnaire was divided into three sections. For reliability analysis, Cronbach’s alpha had been used. For section 1 (awareness of teachers for self-help skills) .87 value had been determined. For section 2 (Importance of teachers’ training for self-help skills) and section 3 (Assessment of student’s progress in self-help skills), the values were derived .78 and .83. Findings of this research highlighted the high level of awareness among teachers for self-help skills. They also support that self-help skills are compulsory to lead their life independently. Therefore, teacher training for developing self-help skills among students must be conducted. The study suggests that government should facilitate in-service training programs at the district level.