A STUDY ON THE EFFECTIVENESS OF ASSISTIVE TECHNOLOGY IN DEVELOPING INDEPENDENT DAILY LIVING SKILLS AMONG STUDENTS WITH MILD INTELLECTUAL DISABILITY IN SELECTED SPECIAL SCHOOLS OF FARIDABAD, HARYANA

The development of Independent Daily Living Skills (IDLS) is fundamental to promoting autonomy and social participation among students with mild intellectual disability. Despite increasing recognition of assistive technology in special education, structured intervention research targeting foundational daily living skills in school-age populations remains limited in the Indian context. This study examined the effectiveness of assistive technology based video modeling in enhancing IDLS among students with mild intellectual disability enrolled in selected special schools in Faridabad, Haryana.A quasi-experimental pre-test post-test control group design with follow-up assessment was employed. Sixty students (N = 60) were assigned to an experimental group (n = 30), which received an 8-week structured video modeling intervention with hierarchical prompt fading, and a control group (n = 30), which received conventional teacher-led instruction. Independent Daily Living Skills were assessed across four domains: personal hygiene, grooming, self-care, and safety skills. Data were analyzed using ANCOVA to control baseline differences and repeated measures ANOVA to examine maintenance effects. Results indicated a statistically significant and exceptionally large intervention effect on post-test IDLS scores, F(1,57) = 89.72, p < .001, partial N2 = .61. Domain-wise analyses revealed significant improvements across all adaptive areas, with effect sizes ranging from .46 to .56.