scholarly journals Οι κοινωνικές δεξιότητες, η κοινωνική θέση και το αίσθημα του «ανήκειν» των μαθητών με και χωρίς ειδικές εκπαιδευτικές ανάγκες στο γενικό δημοτικό σχολείο

2017 ◽  
Vol 5 (2) ◽  
pp. 01
Author(s):  
Vasiliki Statiri ◽  
Eleni Andreou
Keyword(s):  
Social Skills ◽  
Sense Of Belonging ◽  
Social Inclusion ◽  
Social Position ◽  
Self Report ◽  
Social Risk ◽  
Typically Developing ◽  
Special Educational Needs ◽  
Pull Out ◽  
The Social

Differing educational, social and emotional needs of each pupil have to be taken into consideration by the contemporary inclusive practices applied in the school environment. Effective social inclusion of pupils is significantly affected by social compe-tence, positive social relationships and strong bonds with the school. The aim of the pre-sent study is to investigate the social skills, the social position and the sense of belonging to a school among elementary school pupils with or without special educational needs (SEN). Furthermore, the association between social position and social skills is analyzed in the current study. The relationship between social position and the sense of belonging to a school is also scrutinized. The sample consisted of 498 pupils attending the 4th, 5th and 6th grades of primary school, 64 of whom participated in pull-out special education deliv-ery programs operating within mainstream schools. Two self-report questionnaires and a sociometric test were distributed to assess the social skills, sense of belonging and social position of pupils. According to the findings, pupils with SEN have lower social positions, poorer social skills and also a poorer sense of belonging compared to their typical peers. Considering the association between the variables, the social position is slightly correlated with social skills for the whole sample and for the group of typically developing pupils. However, this relationship is stronger for the group of pupils with SEN. A low positive correlation between the social position and the sense of belonging also emerged for the whole sample and for the group of typically developing pupils. This rela-tionship is not significant for the group of pupils with SEN though. The findings indicate that pupils with SEN run a higher social risk than the typical pupils. A supportive school climate and equal learning and participation opportunities are highly recommended. Moreover, enhancing social skills may be beneficial not only for the pupils with SEN, but also for every pupil.

scholarly journals Teachers' Accuracy in Estimating Social Inclusion of Students With and Without Special Educational Needs

2020 ◽  
Vol 5 ◽  
Author(s):  
Jürgen Wilbert ◽  
Karolina Urton ◽  
Johanna Krull ◽  
Pawel R. Kulawiak ◽  
Anja Schwalbe ◽  
...  
Keyword(s):  
Social Inclusion ◽  
Social Acceptance ◽  
Self Report ◽  
Learning Problems ◽  
Special Educational Needs ◽  
Rating Accuracy ◽  
The Social ◽  
Language Problems ◽  
Peer Nominations ◽  
Shed Light

It is unclear to what extent teachers can accurately assess the social inclusion of their students with and without SEN. The study aims to shed light on these desiderata. Students (N = 1.644) with SEN (learning, behavior, and language problems) and without SEN and their teachers (N = 79) participated in the study. Sociometric peer nominations, students' self-perceived social inclusion, and teachers' assessments regarding students' social inclusion and self-perceived social inclusion were administered. The results suggest that teachers are moderately accurate in identifying social acceptance and social rejection, while accuracy is low when assessing students' self-perceived social inclusion. That said, rating accuracy varied strongly between teachers, ranging from no agreement to a perfect concordance. Teachers seem to be more accurate in estimating the social acceptance of students with learning problems. The results emphasize the importance of differentiating between various social inclusion criteria (i.e., students' self-report vs. peer nominations) and accounting for inter-individual differences in teachers' rating accuracy.

Mūzikas terapija sociālo prasmju veicināšanai pusaudžiem no sociālo risku ģimenēm

2021 ◽  
pp. 97-109
Author(s):  
Dana Atslēga ◽  
Līga Enģele ◽  
Keyword(s):  
Social Skills ◽  
Music Therapy ◽  
Social Networking ◽  
Social Risk ◽  
Social Risks ◽  
The Social ◽  
Self Development ◽  
Therapy Studies ◽  
The Impact ◽  
Therapy Sessions

A lack of social skills makes it very difficult for people to function and stay social, this is particularly the case with teenagers, where social networking is an important function for self-development and building up ones’ personality, as well as building a social group in order to fell affiliation. The study summarized various studies and their results on social skills and social networking as well as the impact of social risk families on the social networking process of teenagers. Also, a collection of different music therapy studies and sources for promoting social skills for teenagers from social risk families is evaluated. The selection consisted of the teens living in the crisis center from social risk families, who have received the referral of the social service of Rīga municipality or Jūrmala municipality. The amount of the selection that participated in 12 musical therapy sessions consisted of 59 teens aged 11 to 15 years. The results show that the musical therapy promotes social skills for teens from families of social risks.

scholarly journals Student-Reported Classroom Climate Pre and Post Teacher Training in Restorative Practices

2021 ◽  
Vol 6 ◽  
Author(s):  
Constanze Weber ◽  
Merle Rehder ◽  
Leen Vereenooghe
Keyword(s):  
Classroom Climate ◽  
Social Inclusion ◽  
Intervention Group ◽  
Well Being ◽  
Self Report ◽  
Controlled Study ◽  
Restorative Practices ◽  
Special Educational Needs ◽  
Single Class ◽  
Randomised Controlled

Restorative practices (RP) offer a means to establish positive and caring relationships and could thus foster the mental and scholastic development of students by improving classroom climate. This could benefit both students with and without special educational needs and disabilities (SEND), yet to date no studies evaluated these practices in inclusive educational settings. Here we report the findings of two consecutive studies: a pilot single-group pre-post (Study 1) and a non-randomised controlled study of RP training vs no-intervention control condition (Study 2). Across both studies, 531 students (46.5% female) with a mean age of 11.43 years (SD = 1.27) enrolled in the study at pre-test, of which 13.9% had a confirmed diagnosis of SEND and a further 5.7% were considered by teachers to likely have SEND. School and classroom climate, as well as victimisation experiences, emotional well-being and social inclusion of students were assessed using self-report questionnaires. Easy enrolment of schools and students at pre-test indicated that studies investigating the effects of RP training could be feasible. However, in part due to COVID-19 related school closures, student attrition rates of 90 and 77% were observed, for Study 1 and Study 2 respectively. In spite of observed improvements in classroom climate for the intervention group in Study 2, statistical analyses yielded no significant effects of the intervention and there were no moderation effects of students’ perceived inclusion and victimisation experiences. Together, these studies provide the first quantitative student data on implementing RP in an inclusive educational setting. We discuss our findings in light of the need for ideas on how to reduce attrition and also consider longer school-wide and single-class implementations of RP.

Social Inclusion of Preschool Children With ASD: The Role of Typical Peers

2020 ◽  
pp. 002246692092613
Author(s):  
Mati Zakai-Mashiach ◽  
Esther Dromi ◽  
Michal Al-Yagon
Keyword(s):  
Peer Relations ◽  
Social Inclusion ◽  
Significant Contribution ◽  
Hierarchical Linear Model ◽  
Autism Spectrum ◽  
Typically Developing ◽  
Social Ecological ◽  
The Social ◽  
Teachers Attitudes

This study examined the natural social interest of 193 (95 boys, 98 girls) typically developing preschoolers aged 41 to 77 months ( M = 61.71 years, SD = 8.48 years) toward their included peers with autism spectrum disorder (ASD; N = 16, M = 66.8, SD = 8.80). A hierarchical linear model examined the role of endogenous (within-child) and exogenous (environmental) variables in explaining typically developing children’s natural social behaviors. Results indicated the significant contribution of three variables: (a) typically developing children’s prosocial behaviors, (b) teachers’ attitudes about their training regarding inclusion, and (c) areas of inclusion support needed by the specific child with ASD. Discussion highlighted possible interactions among these variables within the social–ecological theoretical framework, for explaining peer relations of typically developing children with peers with ASD in regular preschools.

Social skills correlates of depressed mood in normal young adolescents

1998 ◽  
Vol 15 (1) ◽  
pp. 19-21 ◽  
Author(s):  
Malcolm Garland ◽  
Michael Fitzgerald
Keyword(s):  
Social Skills ◽  
Rating Scale ◽  
Negative Relationship ◽  
Young Adolescent ◽  
Self Report ◽  
First Year ◽  
Factor V ◽  
Deficit Model ◽  
Significant Negative Relationship ◽  
The Social

AbstractObjective: To explore the relationship between social skills and depressive symptoms in a normal young adolescent population.Method: An all male group of 85 schoolchildren, in the first year of secondary school, completed self-report instruments to measure the constructs of depression and of social skills. The Depression Self-Rating Scale (DSRS) and the Matson Evaluation of Social Skills with Youngsters (MESSY) were the instruments used.Result. Regression analysis of the factor scores on the MESSY and the total score on the DSRS revealed a significant, negative relationship. This was particularly so for the jealousy/withdrawal factor (Factor V) on the MESSY (f = 27.323; p < 0.001)Conclusion: The data provide support for the social skills deficit model of depression and indicate the possible role of fostering pro-social behaviours and promoting social skills enhancement in the vulnerable young adolescent.

scholarly journals A Cooperative Learning Intervention to Promote Social Inclusion in Heterogeneous Classrooms

2020 ◽  
Vol 11 ◽  
Author(s):  
Nina Klang ◽  
Ingrid Olsson ◽  
Jenny Wilder ◽  
Gunilla Lindqvist ◽  
Niclas Fohlin ◽  
...  
Keyword(s):  
Cooperative Learning ◽  
Social Inclusion ◽  
Social Acceptance ◽  
Fifth Grade ◽  
Special Educational Needs ◽  
Teacher Implementation ◽  
Classroom Relationships ◽  
Teacher Interventions ◽  
The Social ◽  
And Control

Concerning challenges with the social inclusion of children with special educational needs (SEN), it is imperative to evaluate teacher interventions that promote social inclusion. This study aimed to investigate the effects of cooperative learning (CL) intervention on social inclusion. In addition, it was investigated to what degree CL implementation affected the outcomes. Fifty-six teachers of 958 fifth-grade children were randomly selected to intervention and control groups upon recruitment to the study. The intervention teachers received training and coaching in CL and implemented this approach three to four times a week for 15 weeks. The results showed a significant but small effect of CL on children’s social acceptance, but no significant effect on children’s friendships and perceptions of classroom relationships. The degree of CL implementation had effect on children’s social acceptance, but the effect was not consistent across social acceptance measures as a friend or a groupmate. Thus, it can be concluded that CL, conducted with the length and intensity of this study, may not lead to substantial changes in the social inclusion of children with SEN. In future studies, more focus needs to be devoted to teacher implementation of the CL approach.

Social Skills and Birth Order

1989 ◽  
Vol 64 (1) ◽  
pp. 211-217
Author(s):  
Ronald E. Riggio ◽  
Yass Sotoodeh
Keyword(s):  
Social Skills ◽  
Social Competence ◽  
Birth Order ◽  
Undergraduate Students ◽  
Social Skill ◽  
Family Income ◽  
Self Report ◽  
Order Effects ◽  
The Social ◽  
Report Measure

This study examined differences in bask dimensions of social skill among birth orders. 205 undergraduate students completed a questionnaire that asked about family sibling structure and family income along with a standardized, self-report measure of social skills/social competence, the Social Skills Inventory. Analyses indicated no significant birth-order effects on any of the social skills dimensions, even when controlling for factors of age spacing, subjects' sex, family income, and family size.

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