Abstract

The present study examines the social skills of students with mild intellectual disability studying in inclusive and special school settings. The sample consisted of 100 students, of which 52 were from inclusive schools and 48 from special schools. The data were collected using the EACCID scale. The findings revealed statistically significant differences between the two groups across all domains of social skills, including mealtime behaviour, mobility skills, grocery shopping, toileting, post office skills, and other survival skills. The results indicated that students in special schools performed better in structured self-care skills such as mealtime behaviour, mobility, and toileting. In contrast, students in inclusive schools demonstrated higher performance in community-based and functional skills such as grocery shopping, post office skills, and other survival skills. The findings suggest that both educational settings contribute differently to the development of social skills. Therefore, a balanced approach integrating structured training and real-life exposure is essential for enhancing the overall social competence of students with mild intellectual disability.