PLAY WAY BASED ACADEMIC INTERVENTION ON PRE-ARITHMETIC SKILLS OF STUDENTS WITH INTELLECTUAL DISABILITY

Abstract

The study under investigation is an experimental one, which aims to find out the effectiveness of Play Way Based Academic Intervention on Pre-Arithmetic skills of students with Moderate level of Intellectual Disability. Pretest – Posttest Control Groups Design was used for the study. For this purpose, a sample of 32 students were drawn from a special school. Children having moderate intellectual disability were the sample of the study where 16 students were in the experimental group and 16 students in the Control group. The experimental group students were taught through the Play Way Based Academic Intervention and the control group students were taught through the Conventional Method used for Pre-Arithmetic Skills. Pre-arithmetic Skills selected were Big and Small Identification, Long and Short Identification, More and Less Identification and Shape Identification. Standardized tools were administered for collecting data from the participants. For the analysis of the collected data, the investigator used descriptive statistics like Mean, median, mode, standard deviation and Mean Difference Analysis. The study reveals that there exists significant difference between post test scores of Experimental and Control groups with respect to Pre-Arithmetic skills. Students in the experimental group show significantly better performance in terms of Pre-Arithmetic Skills than that of students in the Control group as higher mean scores are attached with them.