Social skills of pupils with learning disabilities in primary school

Za razvoj in napredek učencev v šoli so ob učnih spretnostih in dosežkih enako pomembne socialne spretnosti. Ob vključevanju otrok s posebnimi potrebami v razrede osnovne šole skupaj z vrstniki je še posebej pomembno, da šole posvečajo vso skrb in pozornost socialnemu razvoju in socialnim spretnostim učencev s posebnimi potrebami, zlasti tistim s primanjkljaji na posameznih področjih učenja. Glede na teoretična izhodišča lahko rečemo, da so raziskovalci ob uporabi najrazličnejših metod, vzorcev in merskih instrumentov prišli do različnih rezultatov na področju razvoja socialnih spretnosti učencev z učnimi težavami. Socialne spretnosti so pomembne za uspešno socialno vključitev oz. inkluzijo učencev s primanjkljaji na posameznih področjih učenja v osnovne šole in posledično v matične razrede, tako pri vzpostavljanju kot vzdrževanju pozitivnih odnosov s sošolci. Cilj naše raziskave je bil preučiti, na katerih področjih morda prihaja do težav in zakaj ter ali obstajajo na področju socialnih spretnosti razlike med obema vzorcema (učenci s primanjkljaji na posameznih področjih učenja in vrstniki). Temeljna spoznanja empirične raziskave opozarjajo na to, da obstajajo med skupinama učencev s primanjkljaji na posameznih področjih učenja in tistih brez primanjkljajev na posameznih področjih učenja statistično pomembne strukturalne razlike, in sicer gre za težave v socialni interakciji. Obstajajo tudi statistične pomembne razlike v govorjenju v javnosti, v odnosu z družinskimi člani in prijatelji med obema skupinama učencev. Statistične pomembne razlike so se pokazale tudi v tesnobnosti in zadržanosti v socialnem stiku in (splošni) socialni anksioznosti med učenci s primanjkljaji na posameznih področjih učenja in učenci brez primanjkljajev na posameznih področjih učenja. Potrdili smo tudi hipotezo, da so pomembne razlike med skupinama v splošni samopodobi. Ugotovili pa smo, da imajo učenci s primanjkljaji na posameznih področjih učenja nižjo socialno samopodobo, z vidika telesne samopodobe pa so si podobni. Poudariti tudi moramo, da učenci, ki imajo več težav v mladostništvu, kažejo tudi večjo socialno anksioznost. Znanstveni prispevek magistrske naloge bo doprinesel k novim ugotovitvam na področju socialnih spretnosti učencev s primanjkljaji na posameznih področjih učenja v osnovnih šolah, v izobraževalnih programih s prilagojenim izvajanjem in dodatno strokovno pomočjo, in hkrati predlagal nove načine in poti za delo s temi učenci.Social skills are equally important for pupils’ development and progress in school as learning skills and achievements. When including children with special needs in primary school together with their peers, it is very important to pay special care and attention to social development and social skills of pupils with special needs, especially to those with learning disabilities. Considering the theoretical findings, we can say that the researchers, using different methods, samples and measurement instruments came to different outcomes in the area of social skills development of pupils with learning disabilities. Social skills are important for successful social integration or inclusion of pupils with learning disabilities into primary school and consequently into their classes in order to establish and maintain positive relationship with their classmates. The goal of our research was to study which areas are more prone to difficulties and why and whether there are differences in the area of social skills between the two samples (pupils with learning disabilities and their peers). Basic findings of the empirical research stress, that there are statistically significant structural differences between the group of pupils with learning disabilities and the group of their peers considering the difficulties in social interaction. There are also statistically significant differences in public speech performance and relationship with family members and friends. Statistically significant differences have also appeared in anxiety and restraint in social interactions and (general) social anxiety between the pupils with learning disabilities and their peers. We have also confirmed the hypothesis that there are significant differences between the two groups in general self-concept. We have come to the conclusion that pupils with learning disabilities show lower social self-concept, however, there are no significant differences between the physical self-concept. We also have to stress that pupils who have more adolescence difficulties are also more socially anxious. Scientific contribution of the following masters’ research will contribute to the contemporary findings in the area of social skills of pupils with learning disabilities in primary schools, programmes with adjusted education and special help, and propose new ways of working with those pupils

Social skills of pupils with learning disabilities in primary school

Social skills are equally important for pupils’ development and progress in school as learning skills and achievements. When including children with special needs in primary school together with their peers, it is very important to pay special care and attention to social development and social skills of pupils with special needs, especially to those with learning disabilities. Considering the theoretical findings, we can say that the researchers, using different methods, samples and measurement instruments came to different outcomes in the area of social skills development of pupils with learning disabilities. Social skills are important for successful social integration or inclusion of pupils with learning disabilities into primary school and consequently into their classes in order to establish and maintain positive relationship with their classmates. The goal of our research was to study which areas are more prone to difficulties and why and whether there are differences in the area of social skills between the two samples (pupils with learning disabilities and their peers). Basic findings of the empirical research stress, that there are statistically significant structural differences between the group of pupils with learning disabilities and the group of their peers considering the difficulties in social interaction. There are also statistically significant differences in public speech performance and relationship with family members and friends. Statistically significant differences have also appeared in anxiety and restraint in social interactions and (general) social anxiety between the pupils with learning disabilities and their peers. We have also confirmed the hypothesis that there are significant differences between the two groups in general self-concept. We have come to the conclusion that pupils with learning disabilities show lower social self-concept, however, there are no significant differences between the physical self-concept. We also have to stress that pupils who have more adolescence difficulties are also more socially anxious. Scientific contribution of the following masters’ research will contribute to the contemporary findings in the area of social skills of pupils with learning disabilities in primary schools, programmes with adjusted education and special help, and propose new ways of working with those pupils