Adolescents with intellectual disabilities experience the same physical changes as all teenagers. However, the difference for adolescents with intellectual disabilities is that they require greater guidance and attention. Unfortunately, many teachers lack sufficient knowledge and skill for facing these physical changes in their students. This study used a quantitative analysis method with a quasi-experimental one-group pretest– posttest design and qualitative study to discover teacher attitudes and evaluate the provided training. This study demonstrates that there was an improvement in teacher knowledge and a change in teacher attitude from before and after a training intervention.
|Number of pages||5|
|Journal||Indian Journal of Public Health Research and Development|
|Publication status||Published - Sept 2019|
- Intellectual Disability