Innovation of Integrated Pedagogical Interventions to Enhance Adaptive Skills of Grade VI Students with Intellectual Disabilities in Inclusive Schools

Abstract

General Background Inclusive education aims to provide equitable, responsive instructional environments for all learners, which requires flexible strategies to manage classroom diversity. Specific Background Upper elementary students with intellectual disabilities often struggle to meet abstract cognitive demands and demonstrate poor adaptive autonomy without continuous structured support. Knowledge Gap Current literature predominantly focuses on early elementary interventions, leaving a critical gap regarding how integrated pedagogical supports function for older students transitioning to more complex instructional expectations in rural inclusive settings. Aims This study investigates the application and adaptive outcomes of an integrated pedagogical intervention for a sixth-grade student with intellectual disabilities. Results Through a qualitative case study utilizing observational and interview data, the findings demonstrated that combining concrete media, individualized scaffolding, repeated instruction, and active parental partnerships generated significant behavioral improvements. The student progressed from heavy reliance on teacher prompting to demonstrating enhanced attentional stability, independent task completion, and active peer interactions. Novelty This research uniquely operationalizes a holistic intervention framework that merges classroom-based cognitive scaffolding with continuous family synchronization to target both academic and adaptive skill deficits simultaneously in older children. Implications Deploying comprehensive, data-driven interventions provides educators with a sustainable strategy to decrease learner dependency and cultivate functional autonomy within diverse general education classrooms. Highlights Combining concrete manipulatives with repeated instruction successfully bypassed cognitive processing delays in an upper elementary learner. The integrated intervention significantly advanced the student's attentional stability and independent task completion capabilities. Consistent strategic partnerships with parents ensured the successful transfer and reinforcement of adaptive skills across learning environments. Keywords Integrated Pedagogy; Intellectual Disabilities; Adaptive Independence; Inclusive Classrooms; Special Education