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Social and Practical Skills
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Social and Practical Skills
In my view, it is the collective responsibility of many stakeholders, including
educators, parents or caregivers, and the larger community, to teach social skills to kids with
intellectual and developmental impairments. According to Aruldass et al. (2021), social skills
training is an essential component in psychosocial rehabilitation of people with severe mental
illness. The development of social skills goes beyond the classroom, even though schools
play a critical role in offering organized social skills teaching through special education
programs or support services. To foster social interactions, reinforce academic abilities, and
foster a nurturing atmosphere at home, parents or other caregivers play a critical role. The
neighborhood may also help by encouraging inclusive events and encouraging tolerance and
acceptance of people with disabilities, resulting in more inclusive social environments where
these students can hone their social skills.
Educators and other professionals with expertise in special education or similar
sectors are largely responsible for teaching practical skills to kids with intellectual and
developmental impairments. These experts have the knowledge necessary to identify each
student's requirements, create personalized educational programs, and deliver training that is
specifically designed to help students build practical skills. The teaching and learning of
practical skills can be improved even further by collaboration with occupational therapists,
speech-language pathologists, and other experts. In addition to supporting and reinforcing
these abilities within the school environment, parents or other caregivers may help by
offering extra practice and direction in real-world situations.
As a teacher, I've seen firsthand how crucial a team effort is in teaching kids with
intellectual and developmental impairments social and practical skills. In my opinion, the
most successful learning environments are those that combine formal classroom instruction
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with chances for home practice and community involvement. We develop a coordinated
support structure that attends to the various needs of these children by enlisting several
stakeholders. Students with disabilities can connect meaningfully with their classmates
without impairments when an inclusive and accepting culture is fostered within the school
and community. This promotes the development of social skills in real-world settings. We
can only succeed as a team if we work together to establish a welcoming and encouraging
atmosphere where students with intellectual and developmental impairments may flourish
and acquire the talents, they need to live happy, full lives.
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References
Aruldass, P., Sekar, T. S., Saravanan, S., Samuel, R., & Jacob, K. S. (2021). Effectiveness of
Social Skills Training Groups in Persons with Severe Mental Illness: A Pre–Post
Intervention Study. Indian Journal of Psychological Medicine, 44(2),
025371762110241. https://doi.org/10.1177/02537176211024146
