Social competence of students with moderate intellectual disabilities

Abstract

Social competence is a result of the development of personal strategies and socially acceptable behavior depends on the degree of mastery of the different lifestyles of the conceptual, social and practical character. The level of development of social competence influences the quality of social relationships that establish children in the family, school and community. It is considered that the deficit in the development of habits for every child, implies different manifestations of antisocial behavior. Response environment, in this case, the most common causes of social rejection of the child's, self-isolation, problems in education and is a risk factor for the development of multiple personality disorder. The aim of this study is to assess the level of development of habits of students with moderate intellectual disabilities. The sample in this study consisted of 38 students with moderate intellectual disabilities, both sexes, the calendar age of seven to fifteen years, attending a special primary school. To assess the development of life habits, we used the scale of life habits -The LIFE-H: Assessment of the quality of social participation, author: Noreau L., Fougeyrollas P., Vincent C. (2002). The results of this study showed that students with moderate intellectual disabilities have the highest level of development of life habits in the field of housing and interpersonal relationships. In the children in our sample are least developed skills in the areas of responsibility and community life.

Socijalna kompetencija predstavlja rezultat razvoja personalnih strategija socijalno prihvatljivog ponašanja i zavisi od stepena ovladanosti različitim životnim navikama konceptualnog, socijalnog i praktičnog karaktera. Nivo razvijenosti socijalne kompetencije utiče na kvalitet socijalnih odnosa koji deca uspostavljaju u porodici, školi i zajednici. Smatra se da deficit u razvoju životnih navika kod svakog deteta, implicira različite manifestacije asocijalnog ponašanja. Odgovor sredine, u tom slučaju, najčešće uzrokuje socijalno odbacivanje deteta, samoizolaciju, probleme u edukaciji i predstavlja riziko faktor za razvoj višestrukih poremećaja ličnosti. Cilj ovog istraživanja je procena nivoa razvijenosti životnih navika kod učenika sa umerenom intelektualnom ometenošću. Uzorak u ovom istraživanju je činilo 38 učenika sa umerenom intelektualnom ometenošću, oba pola, kalendarskog uzrasta od sedam do petnaest godina, koji pohađaju specijalnu osnovnu školu. Za procenu razvijenosti životnih navika korišćena je Skala životnih navika -The LIFE-H: Assessment of the quality of social participation, autora: Noreau L., Fougeyrollas P., Vincent C.(2002). Rezultati ovog istraživanja su pokazali da učenici sa umerenom intelektualnom ometenošću imaju najviši nivo razvijenosti životnih navika u oblasti stanovanja i interpersonalnih odnosa. Kod dece u našem uzorku su najslabije razvijene veštine u oblasti odgovornosti i života u zajednici.