Author 1 :- Km. Pratima [1] ( [1] Assistant Professor, School of Rehabilitation, Sanskriti University, Mathura )
Author 2 :- Mr. Sarvesh [2] ( [2] Assistant Professor, School of Rehabilitation, Sanskriti University, Mathura )
ABSTRACT In order to identify potential areas for occupational therapy intervention in Armenian school settings, this research set out to examine the challenges faced by students with special education in participating in extracurricular activities. The "Occupational Therapy School Skills Assessment" was used to evaluate the involvement of 111 students with special education needs in both academic and extracurricular activities. Because of the importance of the learning environment, we studied the school to identify the factors that helped or hindered students' engagement in various academic pursuits. Students with special education needs had their participation issues outlined and summarized using quantitative research methods in order to determine potential Occupational Therapy intervention strategies. This study's findings showed that students with special education needs in Armenian inclusive schools still faced barriers to full participation in both academic and extracurricular activities. These barriers stemmed from students' unique skill sets, a lack of appropriate learning environments, and other factors. Students with physical dysfunctions needed constant support and assistance, had trouble moving about and executing self-care tasks (62%), were unable to participate in outdoor events (65%), and needed help getting around in general. For half of the students on the autism spectrum, it was still difficult to communicate with teachers and classmates, and they had trouble actively participating in class. Keywords: School activity, participation, environment, occupational therapy, inclusive education, learners with special educational needs.
