SOCIAL ENGAGEMENT AS CORRELATE OF SOCIAL ADJUSTMENT OF STUDENTS WITH INTELLECTUAL DISABILITY

Christanah Dada Olubukola (PhD), Tayibat Aduke Aliyu

Abstract


Social adjustment is a critical aspect of overall well-being and development for students with intellectual disabilities. This process involves the ability to form and maintain interpersonal relationships, navigate social situations, and integrate into the community effectively. The study therefore aimed at exploring social engagement as correlates of social adjustment of students with intellectual disability. Three purposes and three hypotheses were used. Descriptive research design of correlational type was used for the study while the population consisted of all students with intellectual disability with a sample size of 55 students selected from two special schools. Two instruments were used to collect data from the students tagged “Rating Scale on Social Engagement of Students with Intellectual Disability” (RSSESID) and “Questionnaire on Social Adjustment of Students with Intellectual Disability” (QSASID). The face and content validity of the instruments were ascertained by experts in the field of Special Education. The reliability of the instrument was ascertained through test retest on the respondents outside the sampled population, afterwards the results were correlated to yield the same result at 0.80. Data obtained from the respondents were analyzed using frequency count and percentage for the demographical profile, formulated hypotheses 1 was answered and tested using Pearson Product Moment Correlation (PPMC) and formulated hypotheses 2 and 3 were tested using independent sample t-test at 0.05 level of significance. It was revealed that there was significant relationship between social engagement and social adjustment of students with intellectual disabilities (P<0.05), and there was no significant difference in social engagement of students with intellectual disabilities based on gender (P>0.05). Based on the findings, it was concluded that social engagement determine social adjustment of students with intellectual disability. It was therefore recommended that students with intellectual disability should be allowed to engage socially to help them adjust properly to the society.

 

Keywords: Social engagement, social adjustment, intellectual disability.


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References


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