Title Individo stiprybėmis grindžiamo socialinių įgūdžių ugdymo modeliavimo galimybės /
Translation of Title Opportunities for modeling social skills education based on the individual’s strengths.
Authors Kaffemanienė, Irena ; Jurevičienė, Margarita
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Is Part of Specialusis ugdymas = Special education : mokslo darbai.. Šiauliai : VšĮ Šiaulių universiteto leidykla. 2012, Nr. 2(27), p. 164-174.. ISSN 1392-5369
Keywords [eng] social skills ; strengths perspective ; moderate learning disabilities
Abstract [eng] This article analyses the possibilities to model social skills education in the schoolgirl with moderate intellectual disability, basing it on the individual’s strengths. A strengths perspective refers to the identification of a child’s social skills and an orientation towards the child’s strengths and individual potential, while modeling the educational process. The schoolgirl’s individual strengths and problem areas in social skills education that are typical of schoolchildren with moderate learning disabilities are identified using a case study. It is noted that the research participant has communication and emotional contact needs, basic interaction and nonverbal communication abilities; emotional abilities, recognition of some social situations, and emotional expressiveness abilities. The participant also undertakes spare time hobbies, and individual behavioral strategies in complex situations. Along with the strengths, some typical difficulties of schoolchildren with moderate learning disabilities in social functioning are also characteristic: poor peer communication abilities, inappropriately expressed communication initiative and inadequate emotional and behavioral expression. Due to which she is unable to avoid conflict situations; has poor self-control; poor group performance, and problem solving abilities, and is lacking in social cognition skills the most. The research revealed that 1) the research participant – a schoolgirl with moderate intellectual disability – has not only inabilities, but also strengths in almost all social skills areas. 2) It is proved that the schoolgirl’s social skills education can be modeled, basing it on the available strengths (the need to communicate, basic nonverbal contact and communication abilities, and etc.).
Published Šiauliai : VšĮ Šiaulių universiteto leidykla
Type Journal article
Language Lithuanian
Publication date 2012