International Journal For Multidisciplinary Research

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Teachers' Perceptions and Instructional Strategies for Developing Cognitive Skills among Students with Intellectual Disabilities: Evidence from Bhavita Centers in Coastal Districts of Andhra Pradesh

Author(s) Siva Lakshmi K, Prof. Dr. Swarupa Rani T
Country India
Abstract The present study, entitled Teaching Strategies for Students with Intellectual Disabilities: A Study of Bhavita Centers in Coastal Districts of Andhra Pradesh, was undertaken to examine teachers' perceptions of the cognitive skills of students with intellectual disabilities and to identify the instructional strategies employed to enhance their cognitive development. The study also investigated differences in teachers' perceptions with respect to district, educational qualification, teaching experience, and gender. A normative survey method was adopted, and the study included all 75 teachers working in Bhavita Centers across the coastal districts of Krishna, Nellore, and Srikakulam, Andhra Pradesh, selected through a random sampling technique. Data were collected using the Teaching Strategies Questionnaire Scale developed by the investigator (2025), covering four key instructional domains: health and hygiene, content adaptation, teaching and learning materials (TLM), and positive reinforcement methods. The findings revealed that teachers perceived the cognitive skills of students with intellectual disabilities to be at a moderate level, indicating the need for structured and evidence-based instructional interventions. Among the instructional strategies, teaching and learning materials and content adaptation received the highest emphasis, whereas positive reinforcement strategies received comparatively less attention. No significant differences were observed in teachers' perceptions based on district, educational qualification, or gender; however, teaching experience significantly influenced teachers' perceptions, with less experienced teachers demonstrating relatively higher perception levels than their more experienced counterparts. The study concludes that continuous professional development, effective utilization of adaptive teaching materials, and the adoption of evidence-based instructional strategies are essential for enhancing the cognitive development of students with intellectual disabilities. The findings offer valuable implications for teacher education, special education practice, and educational policy aimed at improving learning outcomes for students with intellectual disabilities.
Keywords Intellectual Disabilities, Teachers' Strategies, Cognitive Skills, Bhavita Centers, Special Education.
Field Sociology > Education
Published In Volume 8, Issue 4, July-August 2026
Published On 2026-07-02
DOI https://doi.org/10.36948/ijfmr.2026.v08i04.82838
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