• SUSANT KUMAR BHUJABAL

Promoting social-emotional competence is an important component of school readiness for children with intellectual disability. School readiness extends beyond academic skills and includes the child's ability to communicate, understand and express emotions, interact with others, follow routines, regulate behaviour, seek assistance, develop independence, and participate meaningfully in classroom activities. Children with intellectual disability may require additional and individualized support to develop these skills because they may experience differences in communication, adaptive functioning, emotional regulation, social interaction, and learning. This article focuses on the importance of developing social-emotional competence as a foundation for successful participation in inclusive and early learning environments. Key areas include emotional awareness and expression, self-regulation, social communication, sharing and turn-taking, following classroom routines, developing peer relationships, problem-solving, help-seeking, and independent functioning. Effective strategies include modelling, role play, social stories, visual supports, structured routines, prompting and prompt fading, positive reinforcement, repetition, practice in natural situations, and opportunities for peer interaction. Collaboration among special educators, general teachers, parents, caregivers, and relevant professionals is essential for providing consistent and individualized support. Continuous observation and progress monitoring can help identify strengths, assess emerging skills, and modify teaching strategies according to the child's needs. A strengths-based and child-centred approach can promote confidence, participation, communication, independence, and positive relationships. Therefore, systematic promotion of social-emotional competence can play a significant role in preparing children with intellectual disability for meaningful participation in school and inclusive educational settings

Social-emotional competence, school readiness, intellectual disability, emotional awareness, emotional expression, emotional regulation, self-regulation, social skills, social interaction, communication skills, peer relationships, positive behaviour, self-confidence, independence, self-help skills, cooperation, sharing, turn-taking, problem-solving, decision-making, classroom routines, functional skills, adaptive behaviour, inclusive classroom, visual supports, social stories, role play, modelling, positive reinforcement, individualized support, peer support, family collaboration, teacher support, behaviour management, communication support, classroom participation, social awareness, emotional development, adaptive skills, holistic development.

"Promoting Social-Emotional Competence for School Readiness among Children with Intellectual Disability", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.13, Issue 10, page no.a236-a249, October-2026, Available :http://www.jetir.org/papers/JETIR2610025.pdf

"Promoting Social-Emotional Competence for School Readiness among Children with Intellectual Disability", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.13, Issue 10, page no. ppa236-a249, October-2026, Available at : http://www.jetir.org/papers/JETIR2610025.pdf