Individualized Education Programs And Social Skills Enhancement In Mild Intellectual Disability: Evidence From A Systematic Review And Meta-Analysis

Abstract

The present study explores the role of Individualized Education Programmes (IEPs) in enhancing social skills among students with Mild Intellectual Disabilities (MID). Despite persistent challenges such as inadequate teacher training, limited parental participation, and insufficient resources, available evidence suggests that well-implemented IEPs significantly improve key social competencies, including peer relationships, emotional regulation, and communication abilities. This review synthesises findings from studies published over the past two decades, emphasising the positive impact of IEPs on children with MID, identifying barriers to effective implementation, and proposing strategies for improvement. Practical recommendations include strengthening teacher training programmes, encouraging family involvement, improving resource allocation, and advocating for policy reforms to ensure effective and consistent implementation of IEPs.