Challenges Faced by Learners with Severe Intellectual Disabilities in the Acquisition of Adaptive Behaviour: Insights from Teachers of Special Classes in Zimbabwe

This study investigated adaptive behaviour of learners with severe intellectual disabilities with the view of trying to mirror their problems in the acquisition of adaptive behaviour. Respondents comprised teachers of learners with severe intellectual disabilities. The survey used a modified form of the critical incident technique. The purpose of the study was, therefore, to analyse the nature of some of the major problems experienced by learners with severe intellectual disabilities in developing adaptive behaviour. Initially, ten classrooms were randomly selected from two criterion-sampled special schools in Harare. Ten learners with severe intellectual disabilities were then randomly sampled from the ten criterion-sampled classrooms. The teachers of the ten learners were then used as units of analysis. The results of the study indicated that learners with severe learning disabilities do indeed have problems in the acquisition of adaptive behaviour most of which are related to unrealistic demands and expectations on the part of members of society without intellectual disabilities. Some of the areas in which learners in this study experienced difficulties included demonstration of self-direction; acquisition of academic skills; verbal communication and grooming for girls. The significance of the results of this study lies in the realisation that helping learners with severe intellectual disabilities involves an element of risk whose extent depends on the teacher’s expertise and estimation of the learners’ capabilities. __________________________________________________________________________________________