Abstract
People with intellectual disability may experience limitations in residential and vocational placement options due to their lack of independence with daily living skills. To teach daily living skills that take advantage of people with intellectual disabilities' strengths in learning and skill retention, educators and families face a challenge. This research investigates the predictive influence of parental involvement, social support, and gender on developing daily living skills among pupils with intellectual disability. Data was collected from 150 (male = 38%; female = 62%; Mean age = 12.5; SD = 3.02) pupils with intellectual disability enrolled in special education programs in Ibadan, Nigeria. The measures used were a subjective response to parental involvement, social support and daily living skills provided by study respondents. Data analysis revealed that parental involvement and gender did not significantly relate to developing daily living skills among pupils with intellectual disability. The relationship between social support and the development of daily living skills among pupils with intellectual disability was significant (-0.290, p-value 0.000< 0.05). The joint contribution of parental involvement, social support, and gender in developing daily living skills is statistically significant (F (3,146) = 6.157; p<0.05). Based on our research findings, it is imperative to note that social support is critical in facilitating the development of daily living skills for students with intellectual disabilities.