School-Based Factors Affecting Activities of Daily Living (ADLs) in Students with Intellectual and Developmental Disabilities

Abstract

This paper explores school-based determinants that can affect the development of activities of daily living (ADLs) among students with intellectual and developmental disabilities (IDD) in Pakistan. The self-care, mobility, and social participation are the ADLs necessary to promote independence and long-term quality of life (QOL). Data were gathered using quantitative descriptive research design with a sample size of 200 teachers in seven special education schools in Lahore, Pakistan. To investigate the perceptions of teachers regarding the environmental, instructional and social factors that influence development of daily living skills among students, a self-administered questionnaire, with five-point Likert scale was used. The results indicate that self-direction on the part of the students, teacher-student relationships, and classroom supportive environments are associated with better ADL performance. On the contrary, poor school infrastructure, teacher training, behavioral issues and information processing were also cited as significant impediments. Another critical aspect that was mentioned in the study is the role of family involvement and peer interactions in enhancing student independence. These findings underscore the importance of systemic interventions, such as more effective professional development of teachers, better accessibility in school environments and more effective partnership between schools and families. The study is a contribution to the body of literature on inclusive education and it offers practical implications that can be used to enhance educational provision to students with IDD in Pakistan.