GENDER AND SCHOOL TYPE AS PREDICTORS OF SOCIAL SKILLS DEVELOPMENT OF LEARNERS WITH INTELLECTUAL DISABILITY IN IBADAN

Abstract

This study explored gender and school type as predictors of social skills development of learners with Intellectual Disability (ID).  Researches on Influence of Gender and School type on specific social skills development of learners with ID have been scarce in literature. Data on gender and school type as they influence the social skill development of learners with ID were collected using validated instruments. Forty (40) pupils with ID that scored below the border line of IQ score in Slosson Intelligent Screening test and have deficits in social skills development were purposively selected in four schools within Ibadan. Two pubic and two special schools to be specific. Two research questions were raised and answered. The instrument used were Slosson Intelligent Test (r=0.73) and Pupils Social Development Checklist (r=0.80). Data were analyzed using independent t-test at 0.05 level of significance.  There is a significant difference between the social skills development of male and female pupils (Crit-t = 1.96, Cal.t = -1.975, DF = 38,   p (0.45) <.05 level of significance). Female pupils ( =46.04) had a better social skills development compared to their male counterparts ( =43.94). There is also a significant difference between the social skills development of pupils from public and private schools (Crit-t = 1.96, Cal.t = 2.172, DF = 38, p (0.036) <.05 level of significance. Pupils from private school ( =48.95) had better social skills development compared to their counterparts from public school ( =41.15). Female pupils ( =46.04) had a better social skills development compared to their male counterparts ( =43.94). Conclusions and recommendation were made accordingly.

Keywords: Gender, school type, social skill development, learners with intellectual disability.

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