Interpersonal Disabilities: Social Skill Deficits in Older Children and Adolescents: Their Description, Assessment, and Management

COLEMAN, WILLIAM L.; Lindsay, Ronald L.

doi:10.1016/s0031-3955(16)38344-4

Cited by 14 publications

(3 citation statements)

References 48 publications

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“…Coleman and Lindsay (1992) perceptions. The student groups were comparable because they focused on common areas of disagreement between most students, whether learning disabled or not, and teachers.…”

Section: Delimitationsmentioning

confidence: 99%

Reciprocal Interaction

2014

Encyclopedia of Quality of Life and Well-Being Research

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Section: Delimitationsmentioning

confidence: 99%

Reciprocal Interaction

2014

Encyclopedia of Quality of Life and Well-Being Research

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“…Everyone has the "right to education" states the Universal Declaration of Human Rights (1948). A study (2) found social skills as the cognitive functions use to communicate and interact with each other, both verbally and non-verbally, through gestures, body language and personal appearance.…”

Section: Introductionmentioning

confidence: 99%

The Impact of Inclusive Education on Children with Mild Intellectual Disabiliy in Promoting Social Skills and Peer Positive Attitudes in Trichy District

2020

IJPHRD

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Background: Social skills and social status are important aspects of development that are likely to be influenced by an individual's ability to solve social problems appropriately. An important area of development for children with mild intellectual disability is the development of social skills and social relationships. When children with disabilities are mainstreamed into general education classroom, they learn to play and interact appropriately with children of their own age. Inclusion provides opportunities for socialization and friendships to develop Inclusion help children with disabilities decrease their aggressive and non complaint behaviour. The study aims to explore the social skills and peer interaction of children with mild intellectual disability which is considered as the most important factors of social outcomes. Finally, the study is objectively proposed to find out how the children with mild intellectual disability self rated themselves as well as the teachers and parents rating of social skills of children with mild intellectual disability in inclusive education programmes. Materials and Method:In the inclusive education set up, 200 Children with intellectual disability and their teachers, parents and also the children without disability (peers) and their parents in the rural and urban areas of Trichy District were chosen for the study. The data was collected through SOCIAL SKILLS RATING SYSTEM (SSRS)-Gresham &Elliott, 1990). Obtained data were transcribed and analyzed using Descriptive and Differential analysis. Findings:The statistical procedure showed that children with intellectual disability in inclusive education have average social skills. Since interpersonal contact was associated with positive attitudes towards children with mild intellectual disabled children, interventions should be directed towards promoting interpersonal relationships in order to build an inclusive society. Conclusion:It is essential to build an inclusive society through an inclusive approach. Success of inclusion demands effective collaboration and meaningful cooperation from all stakeholders associated with education of children.

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“…Social skills have been defined as the cognitive functions and specific verbal and nonverbal behaviors that an individual engages in when interacting with others (Coleman & Lindsay, 1992). Social skills have a significant effect on one's daily life.…”

Section: Introductionmentioning

confidence: 99%