Assessment of Early Identification & Intervention Practices: Focus on Adaptive Behavioural Functions of Children with Intellectual Disability

This article aimed to assess the identification & intervention practises of adaptive behavioural functions, focusing on children with intellectual disability. It followed a qualitative approach using semi-structured interviews, focus group discussions, document analysis, and observations. The findings revealed that there were no special educational needs policy implementation frameworks necessary to enforce the provision of early identification and intervention for children with intellectual disability. This has generated a gap between the anticipated policy outcome and what has actually implemented at the national and school level. The practises currently utilised within early intervention programmes are in many ways inconsistent with the recommended practises identified in the literature. The identification practises of adaptive behavioural functions for children with intellectual disability were not coordinated. © Journal of Curriculum and Teaching..All rights reserved