摘要：Intellectually challenged children have certain restrictions in intellectual working and adaptive behaviors. Socialization helps in adopting and functioning better in society. Learning social skills is crucial to mentally challenged children. Social skills are the abilities that maintain and initiate positive social relationships and develop friendship and adjustment skills. To enhance social skills, an effective curriculum or training program is required. However, social skills training for intellectually challenged children (ICC) is grossly neglected in Pakistan considering them intellectually deficient. Keeping in view the importance of learning social skills for intellectually challenged children, the present study was designed. It aimed to study the role of a social skill curriculum in the development of social skills among intellectually challenged children. It was quantitative research using a self-reported survey to obtain data from a sample. In the study, a survey was conducted to collect data from teachers (n=168), teaching in the institutions of the Punjab Special Education Department through a self-developed questionnaire. The sample was selected through the purposive sampling technique. Exploratory Factor Analyses and ANOVA were applied to draw results, and likewise for validity and reliability analysis. It has been found that curriculum is useful for intellectually challenged children to develop social skills and to interact with society effectively but there are certain weaknesses in terms of content and structure.
