INTRODUCTION:

Intellectual Disability is a condition characterized by significant limitations in person’s cognitive behavior, social interactions, basic living skills, logical thinking (reasoning, learning, and problem-solving), speech, communication, and controlling of emotions, which covers daily used social and personal work skills. Intellectual Disabilities are generally categorized into four main types based on their Intelligence Quotient (IQ). The children who have below 70 IQ are all called as children with intellectual disabilities (Kumari et al., 2024).

(i) Mild Intellectual Disability (IQ: 50-69):

Children can learn practical life skills and may achieve a level of independence with support. They might have difficulties with complex problem-solving and abstract thinking.

(ii) Moderate Intellectual Disability (IQ: 35-49):

Children require more care, support and supervision. They can learn basic life skills and able to perform simple tasks with assistance.

(iii) Severe Intellectual Disability (IQ: 20-34):

Children need continuous 1:1 ration care, support and supervision. They have limited communication skills and require support in daily work activities.

(iv) Profound Intellectual Disability (IQ: Below 20):

Children with more severe condition require continuous care all the time. They have very less communication skills (Special Education, 2023).

The early symptoms of intellectual disability are language delays, learning difficulties, late in crawling, walking, difficulty in interacting with others, behavior issues, difficulty in logical thinking, problem-solving and understanding relationships. Most of these symptoms are observed below 18 years of age most at birth itself. The main causes of these children are Genetic conditions such as down syndrome, abnormal chromosomes, Prenatal Issues, Problems during pregnancy, maternal infections, expose to harmful drugs, and severe malnutrition. Perinatal Problems, complications during birth, Postnatal Factors, traumatic brain injuries after birth, all these are the main causes of Intellectual disability (Yang et al. 2024).

Lebenshilfe is one of the voluntary organization (NGO) established in Visakhapatnam, Andhra Pradesh which is an only one institution in around 5 districts which accepts the children with all types of Intellectual disabilities along with Hostel facilities. Lebenshilfe means “Life Help” (German word), intellectually impaired children from the poorest segments of society are becoming happy, and independent adults through unique synthesis of special education methods. It was founded by Dr.T. Saraswathi Devi in 1980. It is a first special school in India and at present it is working with volunteers and 110 teachers/non-teaching staff providing service to 350 children with intellectual disabilities in school, of which 90-100 children stay in the hostel on premise (Lebenshilfe, 2024).

REVIEW OF LITERATURE

Paul and Norbury (2012) emphasized that many teachers feel unprepared to teach students with limited language skills. Teachers noted that communication difficulties often lead to frustration in the classroom, as they impede effective teaching and student understanding. The authors advocate for schools to invest in training for alternative communication strategies, such as augmentative and alternative communication (AAC), to support students’ learning and engagement.

Gable, Tonelson, Sheth, Wilson, and Park (2014) revealed that many teachers lack adequate training in behavioural interventions, often leading to frustration and burnout. Teachers expressed a need for professional support and resources to handle behaviours such as aggression, frustration, and social withdrawal more effectively. The study recommends behavioural management training as essential for supporting teachers working with students who have intellectual disabilities.

Carter, Lane, Pierson, and Glaeser (2015) found that many teachers struggle to integrate self-determination strategies into their curriculum due to a lack of resources and training. This shortfall hampers students' abilities to make independent choices, a key component of self-determination. Teachers reported feeling underprepared to help students transition successfully into adulthood, underscoring the need for enhanced professional development and targeted interventions in the classroom.

Ryndak, Jackson, and White (2017) revealed that teachers often struggle with inadequate resources, such as classroom aides and vocational training opportunities, which are crucial for helping students transition to adulthood. Teachers expressed concerns about their capacity to provide meaningful life skills training due to a lack of support and materials. The authors recommend systemic changes to increase resource allocation for transition programs that cater to students with intellectual disabilities.

Zigmond, Kloo, and Volonino (2018) highlighted that teachers often lack the training necessary to adapt curricula for students with varied intellectual abilities. Differentiating lessons requires both time and resources, which many schools lack, leading to a gap in effective instructional support for students with intellectual disabilities. They advocate for policies that prioritize differentiated instruction training for educators to enhance the learning experience of students with intellectual disabilities.

Light, McNaughton, and Caron (2019) found that while AAC devices can significantly improve communication abilities, many teachers lack the knowledge to use these tools effectively. The study highlights a gap in training on AAC technologies, which limits their widespread adoption in classrooms. The authors suggest comprehensive training programs for teachers to help them integrate AAC devices into everyday instruction, which could lead to better communication and participation among students with intellectual disabilities.

Scruggs and Mastropieri (2019) findings show that teachers often lack adequate support, such as paraprofessionals or specialized instructional materials, to meet the needs of students with intellectual disabilities in inclusive classrooms. This lack of resources creates additional stress for teachers and limits students' learning opportunities. The authors call for increased investment in resources and support staff to make inclusive education more effective for students with intellectual disabilities.

These studies collectively highlight the need for increased resources, specialized training, and systemic support to address the diverse challenges of teachers face while educating children with intellectual disabilities.

STATEMENT OF THE PROBLEM:

Teaching children with intellectual disabilities presents various challenges and requires specialized strategies and interventions which depend on child-to-child behavior.

NEED FOR THE STUDY:

Nowadays these children with intellectual disability are increasing in our society, because of several reasons like stress, change in work culture, change in quality food, no physical activities by parents, diabetes, B.P problems etc., It is our responsibility to know about these type of children. This study is to make early identification and intervention, adopt new therapies depend on the need of the children, policy and service improvement, awareness for the family and community and for advance research. The teachers working in the special schools needs more patience, knowledge and skills to teach children with intellectual disabilities. This study presents the perceptions and challenges faced by the teachers when they are working with children with intellectual disabilities.

OBJECTIVES:

a) To study the Socio-Economic and Demographic profile of the teachers

b) To understand the Psycho-Social problems of the teachers.

c) To analyze the various methods used by the teacher.

d) To study the contribution and importance of non-teaching staff in this institution.

e) To know the major difference between the special education teacher and a normal teacher.

METHODOLOGY:

The research approach of the present study is quantitative research approach and adopted survey method.

Universe:

There are 110 teachers/ non-teaching/ administrative staff in the organization

Sampling:

The researcher used purposive sampling method and selected 35 Teachers working in Lebenshilfe, Visakhapatnam

Data Collection:

The data collected with pre-structured, and pre tested interview schedule.

Data Analysis:

The data were analyzed through MS Excel.

FINDINGS OF THE STUDY:

a) Qualification of the Teacher in Lebenshilfe:

11 teachers qualified in special education, 10 teachers had done M.A., 07 teachers have done B.A., and 07 teachers are Under Graduates.

b) Financial status of the Teacher:

71.4% are belongs to medium class, 28.5% belongs to low class, and No teacher is coming from high financial status.

c) Years of Experience:

Experience: - up to 10 years – 8.5% (03 teachers)

10-15 years – 14.2% (05 teachers)

15-20 years – 22.8% (08 teachers)

20-25 years – 20% (07 teachers)

Above 25 years – 34.2% (12 teachers)

Figure 1: Distribution of the respondents by their Years of Experience in Teaching to Intellectual Disability Student

d) Gender:

There are hardly 05 male teachers, which reflects that as this profession demands a lot of patience and service oriented and require the love like a mother. Female teachers can understand these children better than Male Teacher. As this profession gets very less salaries that discourage the male teachers.

e) Teachers are the mothers of children with intellectual disabilities:

As per the survey, above half of these teacher in Lebenshilfe have persons in their family with intellectual disability. Around 45% of the staff (teaching and non-teaching) have their children with intellectual disability and thus joined in this institution.

f) Educational standard/Group of children:

No. of Teachers
	groups

Figure 2: Distribution of the class wise intellectual disabled children in the scholl

1 – Primary group – 06 2 – Educable group – 02

3 – Vocational group – 06 4 – Severe group – 06

5 – Primary + Educable – 11 6 – All groups – 03

7 – Physiotherapy – 02

g) No. of intellectually disabled children molded by teacher in his/her career:

Figure 3: No. of intellectually disabled children molded by teacher in his/her career:

The data show that 03 teachers had experienced up-to 25-50 children in their career, 14 teachers had experienced up-to 50-100 children in their career, 08 teachers had experienced up-to 100-150 children in their career, 10 teachers had experienced above 150 children in their career.

h) Different types of therapies used by teachers: Above 80% of the teachers use the therapies like cognitive behavior therapy, special education and behavior modification, activities of daily living (ADLs), self-care skills, speech therapy, sensory processing, dance therapy, sports therapy, music therapy etc., Vocational therapy used by teachers who take the vocational group of children. Yoga, sports, music, dance and vocational therapies are applicable to the children of Mild, Moderate and educable group of children. Some teachers said different therapies other than above mentioned are (i) Receptive Language means making different sounds and actions while giving instructions which is suitable to a particular child. (ii) Drawing, painting, craft work, book binding skills, tailoring, sand therapy, toy playing, snoozanal therapy which improve gross motor skills and vocational group therapies.

i) Inspiration to teachers in Lebenshilfe:

Service oriented job and help the children with intellectual disabilities. Job satisfaction while working with children. Most of the teachers are inspired from the founder Smt. Saraswathi madam work. The parent cum teacher in this institution are felt easy to take care their children in the same institution.

j) Common problems of these children by the observation of the teacher: Teacher said that most of these children have the problems like difficult in speaking, have fewer social skills, sleep disorders, no logical thinking, no self-help skills, and no gross motor skills. Teachers also observed that these children have the problems which depends on their severity and condition of the children, some other problems such as repeated talking/ saying same sentence, no stability, concentration and focus, sexual problems in adults, irritation, behavior problems, teenage problems, neuro problems etc., (The above mention problems are differ from child to child).

k) Any new therapies/ techniques may be introduced to improvement:

The therapies based on stimulation of Brain, cognitive therapies, Bio-technical therapies, etc., may be introduced to the children for the better development. As per the teachers’ observations they opined some new therapies may be introduced in this institution like

(i) Establish a playground just like in parks for children,

(ii) Expose the child to the Zoo, Parks, Exhibition, and Social Functions by their family members.

(iii) Introduce swimming therapy.

(iv) Introduce computer skills.

Most of the teacher said that there must be a speech therapist in the institution. It is understood that the above mentioned various new therapies are not applicable to all the children. It depends on children severity and behavior condition. It depends on likes and dislikes of the children.

l) Main reasons of this disability/ Birth of these Children in the teacher point of view:

As per the survey analysis the main causes of these children birth are blood relation marriages (marry cousins or niece/ nephew), same blood group and genes of both the parents, late marriages. Some other causes are use heavy drugs during pregnancy; injuries during delivery and pregnancy; pre matured baby; shock trauma; any errors while delivery; head injury after birth; parents’ bad habits like taking drugs/ alcohol. Nowadays the no. of children of these symptoms are increasing in the society because of the change in work culture of the parents, absence of physical exercise, consumption of junk foods during pregnancy, family problems tension during pregnancy, insufficient supply of nutritious food to the baby in womb.

m) Teacher’s suggestions to the parents.

· Teacher suggestions are to identify these children in early stage.

· Parents should involve these children in every activity.

· They must contact with the doctor while pregnancy and after birth.

· Parents must join their children in the special school in early stage.

· The most important is to follow the therapies and teach the children in the home and community environment.

· The most important therapy is parent interaction with the children and spend time with better sharing.

n) Difference between the special education teacher and normal teacher.

As per the analysis of the survey the main observations are the teacher in Lebenshilfe are highly trained, skillful and use unique teaching technique/ therapies to each and every child. The normal teacher read the book before teaching the children, but the Lebenshilfe teacher study the children before starting the class. The main difference is the teacher in Lebenshilfe have more patience, creativity, adaptability nature and show immense love and affection to the child and treat them as their own child. There is 1:1 ratio observation depends on the need of the children in Lebenshilfe. Teacher dive into the children behavior and innovate a new therapy to the child. The teachers need to apply the various teaching methods to increase the interest among the students. These children need appropriate care and support from the teachers and parents (Abraham, 2015).

o) Contribution of Non-Teaching staff: As per the teacher observation the non-teaching staff work like an assistant teacher and also make the children to practice the therapies like a special teacher. Non-Teaching staff involves in cleaning works, toilet cleaning, and serve the personal problems of the adult children. They teach the Basic skills like brushing, toilet skills, eating skills, bathing, dressing, etc. The real service is done by the non-teaching staff as compared to the salary given to them. Their service is more than a teacher and parents.

p) Psychological problems of a special teacher while spending more time with the children with intellectual disability: Nearly 47% of teacher felt that they suffer from stress and irritation. 25% teachers said that they enjoy their profession and no problems in teaching. 26% of the teacher said that they have to maintain continuous observation towards the children and maintain self-defense while teaching mentally impaired children.

q) Discrimination faced by the teacher from family and society: 12 teachers said that they face discrimination from the society, family members and the co-passengers while travelling in public transportation. 23 teachers said that they do not face any discrimination instead they get appreciation and encouragement. The study in line with the study of Udoba, 2014) who reported that the teachers face challenges when the teaching learners with developmental disability.

SUGGESTIONS/ RECOMMENDATIONS:

Important Points from analysis of the reports:

· Parents counselling is very important at the time of pregnancy and after birth of the child.

· Parents should make the children to practice the therapies in the home and community environment.

· Some teacher opined that financial support should be increased by the Government to these children, and teachers as well as parents to encourage.

· Government should recognize these children and parents’ problem and must shape a policy which ensure the children future assurance and safety.

· Sympathy and empathy are the motivation of the teachers to do service.

· The condition of these children during travelling in public transport should be improved with better access, safety and protection, it has been observed that the behavior of the bus conductor and co-passengers are very rude and discouraging.

· Teacher observed that there is lack of humanity and compassion among the society.

· Most of the teachers are from middle and poor families so, the salary is not enough and the experience gained in this school does not have any value outside and does not generate high income.

Social Work Implications:

· Directly help the children in practicing the therapies.

· To take a case in the society make awareness cum advocacy and ensure the child to join in these institutions at the earliest.

· To conduct an awareness program about the services of these institutions and government schemes to the children and their parents.

· To make a group of parents and help them by giving a supportive group like Self Help Group (SHG).

· To form a social group of volunteers who works on these kinds of children.

· To file a PIL against the people who comment the children/ parents/ teachers.

· To make a request letter to the Government authorities to recognize the work done by these institutions.

· To make affiliations and collaborations of various other departments for the betterment of the children.

· To motivate the large business organizations to make CSR activities in these institutions (Mutluri, 2021).

CONCLUSION:

The life of Children with Intellectual Disability is miserable and highly vulnerable including isolation. Teacher plays a significant role in the life of these children; and they give a small light in the Dark lives. The Motto is to make the children self-dependable, and self-employable within accessible and inclusive environment. The parents, family members, and society supports these teachers and encourage them for empowering such children for better living.

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Received on 06.11.2024 Revised on 22.01.2025

Accepted on 28.02.2025 Published on 02.06.2025

Available online from June 05, 2025

Res. J. of Humanities and Social Sciences. 2025;16(2):81-86.

DOI: 10.52711/2321-5828.2025.00013

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. Creative Commons License.