Application of UDL Principles for the Life skill Development of CWMID through Thirukkural-A Tamil Verse

Abstract

Life skills play a crucial role in the overall development and social integration of children with mild intellectual disabilities. Developing these skills helps them to function independently and participate effectively in society. The present study aims to examine the efficacy of techno-based Universal Design for Learning (UDL) through Thirukkural in enhancing life skills among children with mild intellectual disabilities at the secondary level. The study adopted a quasi-experimental pre-test and post-test single group design. A total sample of 60 children with mild intellectual disabilities, aged between 11 and 14 years, was selected from four inclusive schools using stratified random sampling technique. The intervention programme was implemented using a techno-based application incorporating Thirukkural couplets, social stories and Universal Design for Learning principles, including multiple means of representation, engagement and expression. The training programme was conducted over a period of eight months. The life skills identified for the study include not hurting others, money management, truthfulness, courtesy, learning, love and affection, proper use of water, gratitude, time management and speaking pleasant words. A Life Skills Questionnaire consisting of 50 items was developed and used for data collection. The reliability of the tool was established using Cronbach's Alpha (0.874), indicating high internal consistency. The collected data were analysed using mean, standard deviation, gain score and paired sample t-test. The results revealed a significant improvement in the post-test scores compared to the pre-test scores, indicating the effectiveness of the techno-based UDL intervention. The findings of the study demonstrate that integrating Thirukkural-based value education with technology and UDL principles can effectively enhance life skills among children with mild intellectual disabilities. The study concludes that techno-based Universal Design for Learning strategies can be successfully implemented in inclusive educational settings to promote life skill development, social behaviour and independent functioning among children with special needs.