Special Educational Needs, Social Risk And Self-Concept: A Proposal For Socio-Educational Intervention

Abstract

Students with Special Educational Needs and those from families with social risk are more likely to develop problems in their personal adjustment, so that it is thus necessary to outline educational strategies promoting self-concept. The aim of this study is to understand the influence of sociodemographic and occupational variables in the development of self-concept in students with neurodevelopmental (Special Educational Needs -SEN) and social risk, in order to outline actions, which will promote their personal and social adjustment. This is an exploratory, cross-sectional study, using a non-random, convenience sample for this purpose, comprised of 124 pupils with developmental (SEN) and social risk, aged between 13 and 17 years of age. The data collection instruments were as follows: a sociodemographic questionnaire and Adolescents' Self-concept Short Scale (ASCSS) by Veiga and Leite (2016). This instrument consists of six subscales that assess specific aspects of self: Anxiety, Physical Appearance, Behaviour, Popularity, Happiness, Intellectual Status. The results show that there are statistically significant differences in self-concept, depending on the type of risk, gender and participation in free time activities; however, no differences were found as a function of age. The results show promising lines of analysis, and as our aim was to outline socio-educational actions, which promote the self-concept of students with developmental (SEN) and social risk in their lives (family, school and community), thereby enhancing better personal adjusted and well-being.

Designing A Russian – American Teachers’ Training Program In The Field Of Inclusion

“…The works of many scientists are devoted to teachers' professional development in general, but the problems of pedagogical design, as such, are not widely covered in the scientific literature. Sufficient attention in scientific sources is paid to the problems of inclusion in general, adaptation of educational programs for children with disabilities, legal aspects (Alekhina et al, 2019;Felizardo, 2017;Kirillova, 2017). Some works focus on visual impairment, we were particularly interested in (Cordun et al, 2015;Ranganathan, 2014).…”