ABSTRACT

This study explores the adaptive behavior of mentally retarded learners both within and outside of school settings in selected public primary schools in Buea, Cameroon. Adaptive behavior refers to the practical skills necessary for daily living and social functioning. Understanding these behaviors is crucial for developing effective support strategies for learners with mental retardation.

A mixed-method research design was used, integrating quantitative assessments of adaptive behaviors with qualitative interviews of teachers, parents, and caregivers. The study aimed to evaluate how these learners adapt to various environments and identify factors that influence their adaptive skills.

The findings reveal that mentally retarded learners exhibit different adaptive behaviors in school and home settings. In school, learners often demonstrate improved adaptive behaviors when provided with structured routines, clear instructions, and supportive interactions from teachers. These behaviors include better social skills, task completion, and compliance with rules. Outside of school, adaptive behavior is more variable and heavily influenced by the home environment, parental support, and daily routines.

Teachers and parents noted that while school settings offer more structured support, home environments can vary significantly in terms of stability and supportiveness, impacting learners’ adaptive behaviors. Challenges such as inconsistent routines, lack of specialized resources, and limited parental training were identified as factors affecting adaptive behavior.

The study concludes that both school and home environments play critical roles in shaping the adaptive behaviors of mentally retarded learners. Recommendations include enhancing collaboration between schools and families, providing consistent support across settings, and offering training for parents and educators on adaptive behavior strategies. These measures can improve the overall adaptive functioning and educational outcomes for learners in Buea.

Keywords: adaptive behavior, mentally retarded learners, public primary schools, Buea, Cameroon, daily living skills, educational support, home environment.