Authors : Shaikh Insha Javed; Dr. Sonali Asolkar

Volume/Issue : Volume 10 - 2025, Issue 10 - October

Google Scholar : https://tinyurl.com/3s9dnsut

Scribd : https://tinyurl.com/yc6yr27e

DOI : https://doi.org/10.38124/ijisrt/25oct051

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Abstract : Introduction: The purpose of this study is to determine if brain gym exercises may improve academic achievement in kids with mild to severe intellectual disabilities (ID). In order to evaluate its effect on cognitive processes including memory, attention, and processing speed, a structured intervention was used. Evidence-based support for integrating brain gym activities into educational and therapeutic programs is the goal of the studies.  Methods: At EKTA VOCATTIONAL TRAINING CENTER, an experimental investigation was carried out on a sample of 30 children with mild to moderate ID, ages [6-16]. Brain gym activities were administered to participants three times a week for 20-30 minutes each throughout a 12-week intervention. Academic performance was assessed using the Academic Performance Scale both before and after the intervention. Descriptive and inferential statistics, such as paired t-tests, were used for statistical analysis  Results: Academic performance was significantly improved by the intervention group, as evidenced by mean post-intervention scores and qualitative advancements in the processing speed, memory, and attention domains. Advances in standardized evaluation metrics were linked to the use of brain gym activities, indicating a noteworthy improvement in participants targeted cognitive and academic abilities. The analysis shows a statistically significant improvement in ASP scores after the intervention, with the mean ASP-POST score (32.1) much higher than the mean ASP-PRE score (17.07). A paired t-test confirms this difference is highly significant (p<0.01p<0.01), with a t-value of 25.15 and a mean difference of 15.03 between scores. The average age of participants was 9.5 years, with a standard deviation of 2.35. Gender distribution was 56.7% females and 43.3% males. The results indicate the intervention was effective in increasing ASP values among the study group. This substantial improvement provides strong evidence that the implemented intervention caused a meaningful positive change in ASP outcomes.  Conclusion: In children with mild to moderate ID, brain gym activities can greatly improve academic performance. They provide a straightforward, affordable, and adaptable intervention that can be used in school and community settings with limited resources. It is advised that more controlled research be done to confirm these results and encourage wider use in educational and therapeutic plans.

Keywords : Brain Gym Exercises, Intellectual Disability (ID), Academic Performance (AP), Cognitive Development (CD), Memory (M), Attention (A), Processing Speed (PS).

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