Samoprocena nivoa aktivnosti, socijalizacije i akademskog postignuća kod adolescenata sa lakom intelektualnom ometenošću i adolescenata tipičnog razvoja

Abstract

Učešće u različitim aktivnostima može imati višestruke prednosti za adolescente sa intelektualnom ometenošću. Identifikacija postojećeg nivoa aktivnosti i socijalizacije adolescenata sa lakom intelektualnom ometenošću predstavlja polaznu tačku za kreiranje odgovarajućih strategija podrške u cilju optimalizacije njihove socijalne participacije. Cilj ovog istraživanja je ispitivanje sličnosti i razlika između adolescenata sa lakom intelektualnom ometenošću i njihovih vršnjaka tipičnog razvoja u samoproceni kompetencija u domenu socijalizacije, aktivnosti i akademskog postignuća. Uzorak, kojim je obuhvaćeno ukupno 118 mladih, uzrasta od 11 do 18 godina, činila su dva poduzorka: ispitanici sa lakom intelektualnom ometenošću (n=44) i njihovi vršnjaci tipičnog razvoja (n=73). U radu je korišćen deo instrumenta za samoprocenu mladih, Ahenbahovog sistema procene (Achenbach System of Empiricaly Based Assessment – ASEBA, Youth Self-Report; Achenbach, Rescorla, 2001), kojim ispitanici procenjuju vlastite kompetencije u domenu aktivnosti, socijalizacije i akademskog postignuća. Identifikovan je niz statistički značajnih razlika koje sugerišu postojanje manjeg nivoa aktivnosti i socijalne participacije adolescenata sa lakom intelektualnom ometenošću u odnosu na nivo aktivnosti i socijalizacije

The participation in various activities may have multiple advantages for adolescents with intellectual disability. Identification of the present level of activity and socialization in adolescents with mild intellectual disability is the starting point for creating adequate strategies of the support in order to determine the optimization of their social participation. The aim of this research was to determine the similarities and differences between the adolescents with mild intellectual disability and their peers of typical population in self-assessment of competencies in the domain of socialization, activity and academic achievement. The sample consisted of total 118 young persons, age of 11 to 18 with two subsamples: respondents with mild intellectual disability (n=44) and their peers of typical development (n=73). In the paper we have used instruments for the self-assessment of youth, such as Achenbach System of Empirically Based Assessment – ASEBA, Youth Self-Report; Achenbach, Rescorla, 2001), by which respondents assess their own competencies in the domain of activities, socialization and the academic achievement. The series of statistically significant differences which suggest the presence of the minor level of the activity and social participation of adolescents with mild intellectual disability in relation to the level of activity and socialization of their peers in typical population were identified. The reason for this phenomenon may be found both in the individual characteristic of the adolescents with mild intellectual disability and in social environment which does not offer adequate opportunities for participation in various activities. That is why further investigation of the level of the environment availability for the adolescents with mild disabilities regarding spare time activities, social interactions, jobs and obligation, as well as in which extent these persons are offered by possibilities for independent choice for inclusion in various types of activities is needed.