3. AWARDED to those who are in the field of special education 27 Students from the field of special education. Experienced in the field of special education (Intellectual disabilities, blind, hearing impaired etc.)

5. Theory Practical knowledge by visiting schools (inclusive and special)

6. SKILLS IN ADOLESCENTS AND ADULTS WITH INTELLECTUAL DISABILITIES: TOWARDS INDEPENDENT LIVING WITHIN THE SOCIETY

7. Mental retardation is a condition diagnosed before age 18 that includes below-average general intellectual function, and a lack of the skills necessary for daily living. http://www.righthealth.com/topic/Mental_Retardation/over view/adam20http://www.righthealth.com/topic/Mental_Retardation/over view/adam20 (accessed on 22-3-2010.

8. To explore the views of the teachers and parents whether the skills taught and learnt by their adolescents with intellectual disabilities in the schools are relevant to make them independent in their future.

9. To explore the views of the employers whether the adult with intellectual disabilities who are working in their place possess the skills to cope with the needs in the job. To propose a guideline to help teachers develop curriculum that would help in the training of the students with intellectual disabilities.

10. What are the views of the teachers about the skills taught and learnt by the adolescents with ID in the schools? What are the views of the teachers regarding the relevance of the skills learnt in helping the adolescents function independently? What are the views of the parents about the skills taught and learnt by their children with ID in the schools? What are the views of the parents regarding the relevance of the skills learnt to help their children function independently? What are the views of the employers about the skills gained by the adults with ID working in the place?

12. Quantitative Method Self CompletionFace to Face Questionnaire Qualitative Method Fully structured interviews Semi structured interviews Unstructured interviews

13. This is an exploratory study to define the skills needed to help adolescents with intellectual disabilities to function independently. The information collected is the beginning of further in depth studies to help in the curriculum development for secondary education for the intellectually challenged. Language is a limitation during the process of my research. During the school visits, I observed that in schools, the medium of instruction is Czech and the teachers speak Czech to the students. The teachers were unable to understand English which is the only source of communication if I have to communicate to them. But the teachers were very cooperative and they would bring a teacher who speak English and do some translation.

14. The adolescents are trained for the skills such as work behavior, independence skills, production skills, interaction skills, social skills, self-help skills and academic skills. Actual on the job training is required for the individuals with Intellectual disabilities.

15. Keeping in mind the long term goal of the student, the curriculum should be planned. Each activity should be focused looking at the future of the student. Teachers should explore the type of job the individuals with intellectual disabilities needs to know and stimulate situations in class to teach the individuals using task analysis and for this parents’ views and help to be taken. Allowing visitors and bringing visitors to the school will also bring exposure to the students and develop their social skills and interaction skills practically.