Typology of competence characteristics of pupils with intellectual disabilities (original) (raw)
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In this study, to what extent 7-9-year old primary school children’s’ social behaviors at school vary depending on their grade, gender and learning disability was investigated. In addition, the predictive value of the intelligence scores of children with normal development and with learning disability was explored for their negative and positive behavior at school and for their academic skills. The data was collected from a total of 166 first, second and third grade primary school students, 83 of whom had a normal development process while the remaining 83 was diagnosed with “learning disability”. In order to identify participants’ intelligence level, Wechsler Intelligence Scale for Children” (WISC-R) was used and to reveal their social behavior level at school, “School Social Behavior Scales” which were filled in by their teachers were used. As a result of the study, it was realized that students’ social competencies do not differ depending on their grade; however, the difference in terms of antisocial behavior was found to be in favor of third graders. It was also revealed that the social competence level of female students were higher than that of male students while the antisocial behaviors of the male students were found to be significantly higher than the antisocial behaviors of the female students. Besides, it was realized that social behaviors at school do not vary depending on the learning disability variable. According to the findings of the current study, children’s intelligence levels have a predictive effect on their social competence, academic skills and antisocial behaviors. Moreover, the intelligence potentials of the children diagnosed with learning disability predicts their social competence and academic achievements; similarly, the intelligence potential of the children with normal development predicts their academic achievement and antisocial behaviors. As a result, it was realized that not only the activities intended to improve the academic performance of the children diagnosed with learning disability but also the activities to improve their social behavior development could be suggested. At the end of the study, the place of educational activities aiming to improve their reasoning skills through social skills education in the guidance programs at schools was discussed.
Nowadays in Lithuania a lot of attention is paid to the integration of people with specifi c needs into the society and their socialization. It is indicated that it is very important to have complex development for the harmonic personality by integrating cognitive, personal and social elements. Also it is very important to develop social abilities and competences of students. During the process of integration it is widely discussed if schoolchildren with specifi c needs receive qualifi ed and effi cient help in comprehensive schools and if children from specialized schools are prepared suffi ciently enough for their independent life in the open society. We suggest that the integration of children with special needs into comprehensive schools has both advantages and disadvantages. Comprehensive schools are not ready to integrate persons with special needs, especially mentally disabled children yet and the attitudes of teachers, students and their parents are contraversal in the conte...
International Journal of Research, 2017
This is research work is an attempt to find out relation between Special and Inclusive School Children on Accomplishment of Sociable Skills of Children with Intellectual Disabilities was conducted. Survey method was carried out for the collection of data. The size of the sample was 150 children with Intellectual disabled (75 attending Special School and 75, attending Inclusive schools.) residing in Gondia district of Maharashtra. Sociable skills rating scales ( Christina P ,2014 ) was used by the researcher to measure the Accomplishment of Sociable skills. Data were analyzed by using descriptive statistical technique like mean, SD and t –test. The findings of the study indicated that there was no significant difference in the Accomplishment of Sociable skills of children in Special School compared to Inclusive schools. No significant relationship was found between Sociable skills Accomplishment and age, gender and type of family of children with Intellectual disabled. Further compar...
Functional abilities of children with disabilities included in mainstream schools
2020
Including students with disabilities into mainstream school serves as a means of implementing human rights. However, simply being included does not guarantee high participation in structured activities. Individual participation in different school activities depends of the functional abilities of each student. Self-efficacy refers to belief in ones capabilities to carry out the courses of action needed for desired goals, considering students with disabilities self-efficacy beliefs may be critical determinants. Main goal of our research was to determinate the functional abilities of students with disabilities included in mainstream schools. The research included 64 examinees, students with different types of disabilities included in regular schools. All examinees were assessed using the school occupational therapy evaluation. Analyzes of the results indicates that the school functioning of the children with disabilities depends on the organization of the materials, noise in the class...
Bu araştırmanın amacı, alt sosyoekonomik düzeydeki özel gereksinimli olan ve olmayan ilköğretim öğrencilerinin sosyometrik statülerini karşılaştırmak ve farklı değişkenlerin (cinsiyet, yaş, fiziksel görünüm, sosyal beceriler, davranış problemleri ve akademik yeterlilik) öğrencilerin sosyometrik statülerine etkilerini incelemektir. Bu araştırmaya ikinci, üçüncü, dördüncü ve beşinci sınıfl ardan 96 özel gereksinimli ve 1090 özel gereksinimli olmayan ilköğretim öğrencisi katılmıştır. Sosyometrik statülerini belirlemek için öğrencilere Akran Tercihi ve Akran Derecelendirme Ölçeği sosyometrik ölçümleri uygulanmıştır. Öğrencilerin sosyometrik statülerini etkileyen değişkenlere ilişkin veriler Öğrenci Bilgi Formu, Fiziksel Görünüm Derecelendirme Formu ve Sosyal Beceriler Derecelendirme Sistemi-Öğretmen Formu kullanılarak öğretmenlerden toplanmıştır. Araştırma bulguları özel gereksinimli öğrencilerin özel gereksinimli olmayan akranlarına göre daha az sıklıkla kabul edildiklerini ve daha fazla reddedildiklerini göstermiştir. Özel gereksinimli öğrencilerin sosyal kabullerini akademik yeterlilik, fiziksel görünüm ve problem davranışlar yordarken, sosyal retlerini problem davranışlar yordamıştır. Özel gereksinimli olmayan öğrencilerin ise sosyal kabullerini akademik yeterlilik, sosyal beceriler, problem davranışlar, fiziksel görünüm ve cinsiyet yordarken, sosyal retlerini problem davranışlar, akademik yeterlilik ve fiziksel görünüm yordamıştır. Özel gereksinimli olan ve olmayan öğrencilerin sosyal statülerini etkileyen değişkenlerin belirlenmesinin, özel gereksinimli öğrencilerin sosyal kabullerini artırmayı amaçlayan eğitim/müdahale programlarının hazırlanmasına ve uygulanmasına yardımcı olabileceği beklenmektedir. The purpose of the present study is to compare the sociometric status of low socioeconomic status elementary school students with and without special needs and investigate the effects of different variables (gender, age, physical appearance, social skills, behavior problems, and academic competence) on students' sociometric status. Elementary school students consisted of 96 with special needs and 1090 without special needs from grades 2, 3, 4, and, 5 participated in this study. Students were administrated peer rating and peer nomination sociometric measures to determine their sociometric status. Data related to the variables which influence students' sociometric status were collected from teachers by a Student Information Form, the Physical Appearance Rating Form and the Social Skills Rating System-Teacher Form. The results of the study showed that students with special needs are less frequently accepted and more rejected than their peers without special needs. For the group with special needs, academic competence, physical appearance, and behavior problems predicted social acceptance, while social rejection was predicted by behavior problems. For the group without special needs, academic competence, social skills, behavior problems, physical appearance, and gender predicted social acceptance. For the same group, social rejection was predicted by behavior problems, academic competence and physical appearance. It is expected that determining the variables that affect the social status of students with and without special needs may facilitate preparing and implementing the educational/intervention programs which are intended to increase social acceptance of students with special needs.
A Study of the Integration of Children with Intellectual Handicaps into Regular Schools
Journal of Intellectual and Developmental Disability, 1984
This study examined the progress of fifteen intellectually handicapped children integrated into normal primary schools. The children had previously attended an early intervention program for between six months and five years, and were now in their fust to third years at primary school. The battery of assessment procedures included norm referenced tests of mathematics, reading, and language; systematic observations of the children in the classroom and playground; sociometric assessment; and interviews with both the classroom teachers and the parents.The data indicated that most children had adjusted well to the classroom setting, and were well accepted by their peers. Academically, the progress of the children was much more variable. Teachers and parents exhibited positive attitudes towards integration. The need for further research to clarify many basic issues in respect to integration was briefly discussed.
The study investigates the structural differences, under quantitative and qualitative aspect, between the attitudes toward children with intellectual disability and the teachers in the normal school and special school. The method used is the Attitude Inventory towards the intellectual disability (Mental Retardation Attitude Inventory -MRAI-R, revised, Antonak and Harth, 1994). This tool allows defining the attitudes of the subjects regarding the integration of persons / pupils with intellectual disability into the school and social environment. The importance of the research lies in the fact that, by knowing the attitudes of the teachers, it might, subsequently, contribute effectively to change them, so as to optimize the therapeutic intervention to students with intellectual disability.
Sociometric characteristics of classes integrating children with mild intellectual disabilities
2016
The aim of our study was to explore the sociometric characteristics of primary school classroom communities integrating children with mild intellectual disabilities (MID). Data was collected with a self-developed paper and pencil peer nomination instrument that consisted of 28 items including questions concerning sympathy, community functions, individual abilities, popularity and integrational difficulties. Sociometric indices of 86 classes in grades 4, 5, and 6 were analysed. Results show that in general the communities seemed to be cohesive, with an average of 1 tie per person. 59% of MID students had a reciprocated tie, still they were regarded as having problems with social integration and needing support. Our results confirm that class size is of crucial importance for the success of integration, though it is not evident if smaller class size is always more favourable. The study also highlights those sociometric indices that require attention from teachers in bigger or smaller ...
Assessment of Academic Achievements of Special Children
Indonesian Journal Of Educational Research and Review, 2021
Life skills are the social and psychological abilities that are very helpful in the learning process and to develop a healthy and sound society. These skills play a key role in academic achievement of students. The better academic achievements and life skills provide a way to the better academic achievements. Life skills development also played an important role for the development of a society and nation. So, knowing the importance of life skills a research study was conducted. This study aims to investigate the life skills of male and female mentally retarted students (ii) to assess the life skills of female and male mentally retarded students as perceived by their teachers (iii) to analyze the academic achievements of the mentally retarded students (iv) to investigate the impact of the life skills of mentally retarded students on their academic achievement. The total 20 students of 10th grade were selected for the current study. The researcher used questionnaire for data collecti...
International journal of special education, 2023
This study aimed to follow Hungarian general primary school classroom communities (N = 12) that included children with mild intellectual disability (MID) (N = 20) over a three-year period to describe changes in the most important social characteristics of communities regarding group cohesion and see how communities develop on their own without planned support. A total of 291 students participated in the research. A peer nomination survey was conducted in each class in grades 4 and 5, and then three years later. The quantitative analysis revealed no significant difference in the values of the measured sociometric indicators after three years. Furthermore, a linear direction in the evolution of the indicators, which would contribute to the implicit development of a community alongside increased time spent together, could not be identified. This condition did not favor students with MID, as they had significantly fewer mutual choices than their peers. The results of this study emphasize the need for professionally designed community development to create and maintain an inclusive classroom community.