ASSESSING THE LEVEL OF INDEPENDENCE OF LEARNERS WITH INTELLECTUAL DISABILITIES IN WORK-RELATED INSTRUCTION

Abstract

The paper focuses on assessing the level of independence of learners with intellectual disabilities during work-related instruction. The aim of the study was to identify the level of independence in performing selected work-related activities and to compare it according to the type of activity performed. The study was conducted using participatory observation in two special primary schools and included 12 seventh-grade learners educated according to Variant A. The learners' level of independence was assessed using a structured observation sheet comprising 15 indicators covering individual aspects of the work process, from preparing the workplace to completing the work activity. Observation was conducted across three types of work-related activities: working with paper, clay processing, and food preparation in the school training kitchen. The collected data were analysed using descriptive statistical procedures, and differences among the three independent groups were assessed using the Kruskal–Wallis test. Descriptive results showed the highest mean level of independence for working with paper (M = 3.97), followed by clay processing (M = 3.80) and food preparation in the school training kitchen (M = 3.68). However, the differences among the groups were not statistically significant, H(2) = 1.473; p = 0.479, and the effect size was negligible (ε² ≈ 0.00). The findings highlight the importance of systematically monitoring and developing independence in work-related instruction, which may contribute to gradually reducing the need for external support and promoting the functional independence of learners with intellectual disabilities.