Students with Special Educational Needs: Explaining Their Social Integration and Self-Concept

Abstract

Social integration of special need students is viewed as a necessary phenomenon for the skills’ development which adds quality to their lives and provides them with satisfaction. This study explores the perception and attitude of the teachers towards social integration as a general school policy. A total of 150 individuals were selected from the integrated primary schools in KSA. Survey approach was employed to collect data using a close-ended questionnaire which was then statistically analysed. The results revealed that there is a positive impact of the social integration upon the special needs students. A statistically significant difference was found among participants based on their experience, education, and age. Moreover, there was significant difference in the attitudes of participants with Diploma in Education qualifications and Bachelor in Education qualifications towards integration. The study concluded that the implementation of the integrated school as general policy should be considered and an effective teacher training curriculum with special needs courses should be introduced.

Social Intelligence as a Factor of Socio-Psychological Adaptation of University Students with Special Educational Needs during Distance Learning due to the COVID-19

“…The social inclusion contributes to the socio-psychological adaptation of these university students needs to the system of social interactions in general, and to educational interactions in particular (Afanasenko et al, 2021). The social integration of students with special educational needs is related to their social role and social interactions (Bossaert et al, 2012;Khusheim, 2022). In our opinion, these factors of social adaptation students with special educational needs are related to their social intelligence.…”

“…According to the scientific position on the relationship between intelligence and adaptation (Piaget, 1985;Nisser, 1981;Wertheimer, 1987), the impact of intelligence on the effectiveness of adaptation (Burlachuk, 1989), the impact of social intelligence on the success of adaptation (Rean et al, 2006;Sternberg, 1987), the peculiarities of students with special educational needs' social integration and their participation in social interactions (Khusheim, 2022;Koster et al, 2010), the relationship between mental health and social intelligence of students who have the special needs in education development during these education in time COVID-19 (Starynska et al, 2021) a link between social intelligence and sociopsychological adaptation of these university students in the conditions of this learning is assumed.…”

Social inclusion in Ukraine: implementation of foreign experience and features of training of future specialists in the social sector

“…Когнітивний критерій у структурі готовності майбутнього фахівця соціальної галузі до роботи з дітьми з ООП в інклюзивному освітньому середовищі містить перед усім знання, необхідні для здійснення цієї діяльності. Показниками когнітивного критерію у структурі готовності, спираючись на результати дослідження Ю. Бойчука, О. Бородіної та С. Микитюка 34 та З. Шевців 35 , визначаємо такі знання:…”

“…Сковороди, 2015. 117 с 35. Шевців З. М. Концепція формування соціально-педагогічної компетентності майбутнього вчителя початкових класів інклюзивної загальноосвітньої школи.…”

The Socio-Cultural Context of the Integration of Children with Disabilities in Mainstream Schools

“…Access and active involvement of children with disabilities in groups and social activities as varied as possible, including mainstream schools, are the most effective ways of long-term development and integration (Lam et al, 2010), source of self-knowledge and increasing self-esteem (Khusheim, 2022), conditions of personal resilience. For a good inclusivity, however, not only the quantitative aspects of social access are significant -the number and types of social structures accessed or the density of social connections established between them; much more important is the quality of relationships and this depends on much more discrete aspects of the actors involved directly or indirectly -attitudes, previous personal experiences, perceptions of a type of disability, expectations, assignment of responsibilities, etc.…”