Study Of Inclusive Classrooms, Life Skills And Academic Achievement Among Students With Disabilities
DOI:
https://doi.org/10.65327/es.v12i2.2542Keywords:
Life Skills, Inclusive Classroom, Academic Achievement, Students with Disabilities, Locomotor Disability, Speech and Language DisabilityAbstract
Inclusive education has become an important focus of educational research, as students with disabilities are increasingly educated alongside their peers in regular classrooms. The present study examines the relationship among life skills, inclusive classroom experience, and academic achievement among students with disabilities, and compares these three variables between students with locomotor disability and students with speech and language disability. The study was conducted on a sample of 50 students, comprising 25 with locomotor disability and 25 with speech and language disability, selected from five schools in Amritsar district, Punjab, using the random sampling technique. The descriptive survey method was employed to investigate the variables under study. Data were collected using the Life Skills Assessment Scale for Students with Disabilities (LSAS-SD) and the Inclusive Classroom Checklist, both developed by the investigator; academic achievement scores were taken from students' school records. The objectives of the study were to examine the relationship among life skills, inclusive classroom experience, and academic achievement, and to compare these variables between the two disability groups. Statistical techniques such as mean, standard deviation, standard error of mean, Pearson's product moment correlation, and the t-test were used for data analysis. The findings of the study revealed a significant positive relationship among life skills, academic achievement, and inclusive classroom experience for both students with locomotor disability and students with speech and language disability. The findings also revealed that students with locomotor disability scored significantly higher than students with speech and language disability on life skills, academic achievement, and inclusive classroom experience. The findings suggest that life skills and a supportive inclusive classroom are closely linked to the academic success of students with disabilities, and that the type of disability plays an important role in shaping these outcomes.
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