Optimizing Psycho-Pedagogical Support Systems for Learners with Intellectual Disabilities: A Comprehensive Framework

Abstract

Background and Aim: This study aims to experimentally substantiate the significance and efficacy of developing a conceptual framework and methodological toolkits designed to optimize the psycho-pedagogical support system for learners with intellectual disabilities.

Methodology: The paper delineates the core trajectories, methods, resources, and implementation conditions shaping these enhanced support services, emphasizing their content and practical orientation. The development of these tools was informed by a mixed-methods approach utilizing quantitative surveys and in-depth qualitative interviews. The sample comprised 33 participants - primary school teachers.

Results: Theoretical and practical analyses confirm that introducing comprehensive models into the support framework is vital to addressing these systemic gaps, particularly regarding content optimization for learners with intellectual disabilities. Baseline data from a formative experiment demonstrated that 53% of the experimental group and 44% of the control group were initially unfamiliar with the principles of Universal Design for Learning (UDL). Following an 8-month implementation of the proposed comprehensive support model, unfamiliarity with UDL content and methodologies dropped significantly to just 6% in the experimental group, compared to 37% remaining in the control group. Qualitative findings corroborated these quantitative shifts, showing marked improvement in the professional capacities and awareness of primary school teachers. Participants demonstrated a clear conceptual understanding of differentiated instruction, recognized the distinct functions of cognitive, sensory, and emotional strategies, and acquired fundamental competencies in their practical application.

Conclusion: To address the identified challenges, a comprehensive psycho-pedagogical support model was developed. This model integrates the theoretical foundations of support for learners with intellectual disabilities, a model curriculum, and optimized methodologies and conditions for intervention. Furthermore, it incorporates exemplary educational games, exercises, and tasks designed to enhance teaching, upbringing, and corrective-developmental workflows, alongside dedicated resources (theoretical frameworks, targeted topics, syllabi) to elevate educator awareness.