TEACHER’S PERSPECTIVES ABOUT SOCIAL COMPETENCE TRAINING OF CHILDREN WITH HIGH INCIDENCE DISABILITIES ENROLLED IN THE SEGREGATED SCHOOLS OF PUNJAB

https://doi.org/10.5281/zenodo.17085414

Abstract

Social competence is crucial for students with high-incidence disabilities (HID), including those with specific learning disabilities, intellectual disabilities, emotional and behavioral disorders, or ADHD. Social skills interventions have been widely implemented to enhance these students’ interpersonal abilities, which significantly impact their academic, familial, professional, and recreational lives. This study aimed to analyze the need for social competence training and evaluate its effectiveness in improving social interactions among children with HID, as perceived by their teachers. A quantitative research approach and descriptive research design was employed, using a questionnaire to collect data from 120 teachers working in government and private segregated schools in Punjab. A purposive sampling method was utilized, and data were analyzed through SPSS, applying descriptive and inferential statistics such as cross-tabulation chi-square tests, and the Mann-Whitney U test. Results indicated no significant difference in the perceptions of male and female teachers regarding the effectiveness of social competence training for children with HID.

Key Words: Social competence, high incidence disabilities, social skills training