Effectiveness of University-Based Educational Interventions on Adaptive Functioning and Employment Readiness of Students with Mild Intellectual Disability

Authors

  • Godwin Beshibeshebe Ushie Department of Continuing Education and Development Studies, University of Calabar, Calabar, Nigeria
  • Francis Akpo Akpo Department of Educational Technology, University of Calabar, Calabar, Nigeria
  • Elogbo Eno Emogor Department of Business Education, University of Calabar, Calabar, Nigeria
  • Fidelis Aduma Wonah Department of Educational Management, University of Calabar, Calabar, Nigeria
  • Elizabeth Odije Patrick Department of Continuing Education and Development Studies, University of Calabar, Calabar, Nigeria
  • Godwin Bullem Anthony Department of Continuing Education and Development Studies, University of Calabar, Calabar, Nigeria
  • Eucharia Alorye Udayi Department of Educational Management, University of Calabar, Calabar, Nigeria
  • Isaac Ellah Ayep Department of Continuing Education and Development Studies, University of Calabar, Calabar, Nigeria
  • Ukah Julius Ukah Department of Curriculum and Teaching, University of Calabar, Calabar, Nigeria
  • Florence Nguungwan Uzu Department of Educational Management, University of Calabar, Calabar, Nigeria
  • Regina Agor Agbogo Department of Business Education, Federal College of Education Obudu, Nigeria
  • Terfa Swem Department of Educational Management, University of Calabar, Calabar, Nigeria
  • Blessing Edet Isong Department of Educational Management, University of Calabar, Calabar, Nigeria
  • Alice Mbang Ekpo Department of Educational Management, University of Calabar, Calabar, Nigeria
  • Anthony Okon Ben Department of Religious and Cultural Studies, University of Calabar, Calabar, Nigeria
  • Benedict Inah Ogar Department of Environmental Research Management, University of Calabar, Calabar, Nigeria
  • Sylvanus Ugbizi Agim Language Arts Education, University of Calabar, Calabar, Nigeria
  • Busola Oluwabunmi Akerele Department of Business Education, University of Calabar, Calabar, Nigeria
  • Emmanuel Ekep Agbor Language Arts Education, University of Calabar, Calabar, Nigeria
  • Peter Adekunle Oluwafemi Department of Business Education, University of Cross River State, Cross River, Nigeria
  • Sunday Adeagbo Department of Business and Entrepreneurship Education, Emmanuel Alayande University of Education Oyo, Oyo, Nigeria
  • Donatus Ugbadu Ititim Language Arts Education, University of Calabar, Calabar, Nigeria
  • Cletus Akpo Atah Department of Business Education, University of Calabar, Calabar, Nigeria

DOI:

https://doi.org/10.6000/2292-2598.2026.14.01.3

Keywords:

Adaptive functioning, employment readiness, intellectual disability, inclusive higher education, university-based interventions

Abstract

Background: Inclusive higher education is increasingly recognized as a pathway for enhancing functional independence and employment outcomes among students with mild intellectual disability. University-based educational interventions aim to support adaptive functioning (AF) and employment readiness (ER); however, empirical evidence regarding their effectiveness in Nigerian universities remains limited.

Objective: This study examined the perceived impact of university-based educational interventions on AF and ER among students with mild intellectual disability and explored whether these domains jointly predict overall intervention effectiveness.

Methods: A quantitative descriptive research design was employed. Structured questionnaires were administered to 92 students; 84 were completed and returned, yielding a response rate of 91.3%. Among respondents, 46 were male, and 38 were female; all were included in the analyses. Descriptive statistics summarized perceived outcomes of interventions, while multiple regression analysis examined the predictive relationship between AF, ER, and overall intervention effectiveness.

Results: The findings indicated that university-based interventions were associated with perceived improvements in communication, problem-solving, social interaction, self-care, task completion, and engagement with career support services. The independent t-test analyses showed no significant differences in overall AF by gender or ER by age, though minor item-level variations were observed. While AF and ER individually reflected positive outcomes, their combined effect did not significantly predict overall intervention effectiveness, suggesting that additional contextual and programmatic factors influence perceptions of success.

Conclusion: University-based educational interventions contribute meaningfully to the development of adaptive and employment-related skills among students with mild intellectual disability. The findings highlight the importance of a holistic approach that integrates academic instruction, vocational preparation, social support, and institutional resources to enhance overall program effectiveness. Overall, students perceive these interventions as beneficial in promoting independence, practical skills, and workforce preparedness.

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Published

2026-04-06

How to Cite

Ushie, G. B. ., Akpo, F. A. ., Emogor, E. E. ., Wonah, F. A. ., Patrick, E. O. ., Anthony, G. B. ., Udayi, E. A. ., Ayep, I. E. ., Ukah, U. J. ., Uzu, F. N. ., Agbogo, R. A. ., Swem, T. ., Isong, B. E. ., Ekpo, A. M. ., Ben, A. O. ., Ogar, B. I. ., Agim, S. U. ., Akerele, B. O. ., Agbor, E. E. ., Oluwafemi, P. A. ., Adeagbo, S. ., Ititim, D. U. ., & Atah, C. A. . (2026). Effectiveness of University-Based Educational Interventions on Adaptive Functioning and Employment Readiness of Students with Mild Intellectual Disability. Journal of Intellectual Disability - Diagnosis and Treatment, 14(1), 28–43. https://doi.org/10.6000/2292-2598.2026.14.01.3

Issue

Vol. 14 No. 1 (2026)

Section

General Articles
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