| Abstract [eng] |
This Master‘s thesis analyzes social skills structure and education of students who have intellectual disabilities. Social skills are defined as socially accepted acquired behavior, allowing successful communication. Aim of this study: uncover social skills educational peculiarities of students who have intellectual disabilities. Objectives: Using the method of theoretical analysis investigate the understanding of social skills and social skills educational peculiarities of students with intellectual disabilities; Based on the analysis of the interview data, disclose the way students who have intellectual disabilities, have their social skills improved. The study took place in a school in Plunge. The participants of this study are pedagogues, educating students with intellectual disabilities. 9 respondents participated in this study. Following the research, it was found that students with intellectual disabilities have communication, collaboration, and empathy qualities, but lack in conflict resolution, communication with strangers and adults, self-image formation, self-control, participation. The study was done in terms of pragmatism, assuming that including a student in activities that take place in different environments, let the student develop social skills. While analyzing the data of this study it was established that teachers improve social skills of students with intellectual disabilities by using methods of conversations/discussions, games and etc., common activities, learning in realistic situations. From a constructive point of view, education has to be based on experience; new experiences are made while engaging in social situations. This study made clear that while training social skills, repetition, observation, simulation, encouragement methods were not used as frequently as they should have been. |
