The quality of interaction with the teacher as a predictor Of the acquisition of social skills of students with mild Intellectual disability

Abstract

Uvod: Kod učenika sa intelektualnom ometenošću prisutan je deficit u oblasti socijalnih veština, koji ograničava mogućnosti njihove uspešne adaptacije na školsko okruženje. Određene sociodemografske odlike nastavnika i učenika, kao i kvalitet njihovih interakcija, predstavljaju činioce socijalizacije učenika kojima u domaćoj literaturi još uvek nije posvećeno dovoljno značaja. Cilj: Utvrđivanje prediktivnog značaja interakcije sa nastavnikom i demografskih karakteristika nastavnika (hronološko doba i radno iskustvo) i učenika (hronološki uzrast) za kvalitet socijalnih veština učenika sa intelektualnom ometenošću. Metode: Uzorkom su obuhvaćena 32 nastavnika − oligofrenologa u ulozi informanata, starosti 28–62 godine (AS = 38,72, SD = 9,33) i 32 učenika sa lakom intelektualnom ometenošću uzrasta 10–18 godina (AS = 14,56, SD = 2,40). Za procenu kvaliteta odnosa nastavnik-učenik korišćena je Skala odnosa učenik-nastavnik – kratka forma (Student-Teacher Relationship Scale – Short Form), koja sadrži subskale Bliskost i Konflikt. Podaci o socijalnim veštinama učenika prikupljeni su upotrebom subskala Socijalne veštine i Slobodno vreme, Sistema za procenu adaptivnog ponašanja II (Adaptive Behavior Assessment System II). Sociodemografski podaci dobijeni su primenom upitnika osmišljenog za potrebe ovog istraživanja. Rezultati: Višestrukom postepenom linearnom regresionom analizom utvrđeno je da rezultati na subskali Bliskost predstavljaju jedini prediktor uspeha na subskalama Socijalne veštine (R2 = 0,52, prilagođeno R2 = 0,50) i Slobodno vreme (R2 = 0,49, prilagođeno R2 = 0,48). Zaključak: Potrebno je osmisliti aktivnosti i kreirati okruženje koje će stimulativno delovati na povećanje nivoa bliskosti nastavnika i učenika, kako bi učenici sa lakom intelektualnom ometenošću uspešnije usvajali socijalne veštine i prilagođavali se školskom okruženju.Introduction: Students with intellectual disabilities have a deficit in the area of social skills, which limits the possibilities of their successful adaptation to the school environment. Certain sociodemographic characteristics of teachers and students, as well as the quality of their interactions, represent factors of student socialization that are still not given enough importance in domestic literature. Aim: Determining the predictive significance of interaction with the teacher and demographic characteristics of teachers (chronological age and work experience) and students (chronological age) for the quality of social skills of students with mild intellectual disabilities. Methods: The sample included 32 teachers (oligophrenologist) aged 28-62 (M = 38.72, SD = 9.33) as informants and 32 students with mild intellectual disability aged 10-18 (M = 14.56, SD = 2.40). To assess the quality of the teacher-student relationship, the Student- Teacher Relationship Scale - Short Form, which contains the subscales Closeness and Conflict, was used. Data on students’ social skills were collected using the subscales Social Skills and Leisure Time, Adaptive Behavior Assessment System II. Sociodemographic data were obtained using a questionnaire designed for the purpose of this research. Results: Multiple stepwise linear regression analysis revealed that the results on the Closeness subscale were the only predictor of success on the Social skills (R2 = 0,52, adjusted R2 = 0,50) and Leisure time (R2 = 0,49, adjusted R2 = 0.48). Conclusion: It is necessary to design activities and create an environment that will have a stimulating effect on increasing the level of closeness between teachers and students so that students with mild intellectual disability can more successfully acquire social skills and adapt to the school environment