Published Paper Details:

This study examines the effectiveness of picture-based instruction in teaching daily living skills to children with intellectual disabilities, specifically those aged 4 to 8 years. Picture-based instruction, a visual teaching method that uses images to guide learners through tasks, has been identified as a promising approach for children with intellectual disabilities due to its structured and clear presentation of step-by-step procedures. The study employs a pre-test and post-test design with an experimental (picture-based instruction) and a control group (traditional teaching methods). A sample of 40 children, divided equally between the two groups, was selected from special and inclusive schools in Ahmedabad.The Daily Living Skills Assessment Tool (DLAT) was administered pre- and post-intervention to measure the development of skills such as personal hygiene, dressing, and eating. The results showed statistically significant improvement in the experimental group compared to the control group, indicating that picture-based instruction is more effective in enhancing daily living skills. This approach not only improves skill acquisition but also fosters independence by providing clear, sequential visual cues. Findings suggest that picture-based instruction can be an impactful strategy in special education, enhancing learning outcomes and daily life competencies for children with intellectual disabilities. Further research is recommended with larger samples across different settings