scholarly journals Studying Features of Social Competencies Formation in Adolescents with Mild Mental Deficiency (Intellectual Disabilities)

2021 ◽  
pp. 637-643
Author(s):  
Ekaterina Izmailovna Volgutskova ◽  
Keyword(s):  
Intellectual Disabilities ◽  
Mental Deficiency ◽  
Social Competencies

scholarly journals THE INFLUENCE OF FICTION ON SOCIALIZATION OF STUDENTS WITH INTELLECTUAL DISABILITIES

2021 ◽  
Vol 1 (2) ◽  
pp. 171-178
Author(s):  
NINA KRAVETS ◽  
IRYNA MATIUSHCHENKO
Keyword(s):  
Intellectual Disabilities ◽  
Teaching Methods ◽  
Psychological Adaptation ◽  
Interactive Teaching ◽  
Social Competencies ◽  
Works Of Art ◽  
Art Form ◽  
Important Means ◽  
Students With Intellectual Disabilities ◽  
The Stability

The views aimed at the stability of socialization are analyzed, paying attention to the peculiarities of psychophysical development of students with intellectual disabilities, which leads to a weakening of socialization. Difficulty in socialization depends on the presence of a navigator of mispersonal communication, unformed needs in such communication, inadequacy of self-esteem, negative perception of other people. It is noted that the effectiveness of primary socialization of students with intellectual disabilities affects the formation of its components: socio-psychological adaptation and empathy. In this regard, the research of scientists on the essence of socio-psychological adaptation and empathy is taken into account. It is pointed out that the process of socialization includes not only adaptation, but also maladaptation. It is stressed on the role of empathy as a component of socio-psychological adaptation and its impact on the formation of socialization of students with intellectual disabilities in the future with works of art, since the components of empathy are sympathy and compassion. Adolescents with intellectual disabilities perceive the information better during the Ukrainian literature lessons, where they work with fiction literature. It has been substantiated, that works of fiction, studied by students at the lessons of the Ukrainian literature serve as particularly important means of teaching, correction and socialization of students with intellectual disabilities. Fiction is the only art form promoting the development of visual thinking. While studying at the lessons of the Ukrainian literature on fiction texts, students with intellectual disabilities intellectual develop thinking, connected speech, overcome communicative phobia, master social competencies, become socialized. The expediency of using interactive teaching methods for the formation of social skills in students with intellectual disabilities in the process of working with works of art during the Ukrainian literature lessons, in particular: discussion, ethical conversation, role play; such methods as «microphone», «chain of thoughts», «unfinished sentence». While working with works of art during the Ukrainian literature lessons, adolescents with intellectual disabilities learn basic morals through interactive teaching methods, learn to disseminate information, emotions, thoughts about the read and the environment learn to evaluate behavior and teach people who pay attention to other problems. The lessons create appropriate conditions for optimizing the socialization of students with intellectual disabilities and social maladaptation, which threaten to subordinate adolescents to the content and meaning of the artists with whom they work.

scholarly journals The Sports Background, Personality, Att Itudes, and Social Competencies of Coaches and Assistant Coaches in the Just Soccer Program for Pupils with Intellectual Disabilities

2014 ◽  
Vol 15 (3) ◽  
Author(s):  
Rainer Schliermann ◽  
Isabel Stolz ◽  
Volker Anneken
Keyword(s):  
Intellectual Disabilities ◽  
Reactivity Index ◽  
Physical Education Teachers ◽  
Head Coaches ◽  
Normative Sample ◽  
Personality Dimensions ◽  
Persons With Disabilities ◽  
Social Competencies ◽  
Assistant Coaches ◽  
Neo Five Factor Inventory

AbstractPurpose. The purpose of this study was to empirically analyze the sports background, personality dimensions, attitudes, and social competencies of adult head coaches and young assistant coaches involved in the German Einfach Fußball (Just Soccer) program, which promotes the participation of pupils with intellectual disabilities in soccer/sports and society. Methods. The study recruited 28 head coaches and 29 assistant coaches who completed a questionnaire battery of standardized instruments (NEO Five-Factor Inventory, Interpersonal Reactivity Index, Social Self-Efficacy) as well as self-developed instruments. Analysis of the data involved descriptive and inferential statistical procedures. A descriptive comparison of the assistant coaches with a normative sample of males aged 16-20 years was performed. Results. The head coaches were found with little soccer/sports experience with persons with disabilities prior to participation in the Just Soccer program. However, the majority were familiar with these persons through personal/vocational contacts. Overall, the head coaches were differentiated by formal coaching levels and playing backgrounds, with very few holding any additional formal qualifications in special education. The assistant coaches presented below average scores in the analyzed five personality dimensions when compared with the normative sample. Their attitudes and social competencies did not change during their 8-month involvement in Just Soccer. Conclusions. The findings highlight the important role of the coaching staff in the success of the Just Soccer program. Coaches involved in such activities should be familiarized with needs of people with disabilities, be stress-resistant, and possess a balanced set of personality traits. In addition, the results suggest that such individuals should be coaches/players from conventional soccer clubs instead of special school physical education teachers.

Institutionalisation in twentieth-century New Zealand

2019 ◽  
pp. 143-164
Author(s):  
Carol Hamilton
Keyword(s):  
Twentieth Century ◽  
New Zealand ◽  
Social Policy ◽  
Intellectual Disabilities ◽  
Paradigm Shift ◽  
Mental Deficiency ◽  
Reform Movement ◽  
Post War ◽  
Mental Defectives ◽  
The Impact

This chapter focuses on the impact of processes of institutionalisation on the lives of people with learning/ intellectual disabilities in twentieth century New Zealand. At the beginning of the twentieth century the country had a burgeoning asylum system, an 1899 immigration act prohibiting ‘idiot persons’, a growing eugenics movement and social policy which sought the confinement of those regarded as difficult or deficient in some way. New Zealand’s Mental Defectives Act of 1911 preceded the British Mental Deficiency Act by two years. An anti-institutionalisation movement began early in post-war New Zealand and by the end of the century there had been a paradigm shift in ideas about how and where people labelled intellectually disabled should live. While problems and challenges remain, and the reform movement goes on, the success of the deinstitutionalization movement should not be underestimated.

scholarly journals The careers of graduates of special schools – different faces of adulthood among people with mild intellectual disabilities

2019 ◽  
pp. 255-273
Author(s):  
IZABELLA KAISER
Keyword(s):  
Intellectual Disabilities ◽  
Social Life ◽  
Adult Women ◽  
Special Schools ◽  
Social Competencies ◽  
Educational Barriers ◽  
Somatic Disorders ◽  
High Regard ◽  
People With Intellectual Disabilities ◽  
Pension Benefits

Izabella Kaiser, The careers of graduates of special schools – different faces of adulthood among people with mild intellectual disabilities. Interdisciplinary Contexts of Special Pedagogy, no. 25, Poznań 2019. Pp. 255-273. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2019.25.11 The source literature lacks a precise vision of an adult with an intellectual disability. The dominant view, in which the life of people with intellectual disabilities is perceived, is the indication of health, architectonic, employment, and educational barriers, or of the lowered social competencies required for the proper fulfilment of social roles. Is that right? The fates of the graduates of one of the special schools in Poznań, are an attempt to answer that. The subjects include both professionally active and unemployed graduates, women who have established families, and fulfil the roles mothers and wives, as well as, an adult man receiving pension benefits. The stories of Justyna, Patryk, Ania and Kamil, prove that people with mild intellectual disabilities consider vocational work as one of the basic attributes of adulthood. Simultaneously, they imply the need for urgent changes in special vocational education, aimed at minimising the observed discrepancies between the vocational competencies acquired by people with disabilities, and their fitness regarding the modern labour market. The fates of two adult women, Beata and Magda, confirm thatmarriage and family are values held in high regard, remaining an important aspect in the life plans of people with intellectual disabilities. Szymon’s story is an example of a man who, due to somatic disorders accompanying intellectual disabilities, and the overprotective attitude of his parents, is unable to act as a fully mature person. Therefore, the adulthood of persons with mild intellectual disabilities has manyfaces. It seems important to monitor the situation of special school graduates systematically, as, in the constantly changing reality, it will allow them, to be more rationally prepared for the fulfilment of their social life.   .

Aging in Adults With Intellectual Disabilities

2014 ◽  
Vol 19 (1) ◽  
pp. 36-43
Author(s):  
Tracy Lazenby-Paterson ◽  
Hannah Crawford
Keyword(s):  
Intellectual Disabilities ◽  
Swallowing Disorders ◽  
Speech And Language ◽  
Adults With Intellectual Disabilities

The literature recognizes the important role of the Speech and Language Pathologist (SLP) in the treatment of communication and swallowing disorders in children with Intellectual Disabilities (ID). However there is also a need to emphasize the importance of specialist SLP input across the lifespan of people with ID, and to recognize the specific, ongoing and changing communication and swallowing needs of adults with ID as they get older.

What Does It Mean to Be Social? Defining the Social Landscape for Children With Childhood Apraxia of Speech

2020 ◽  
Vol 5 (4) ◽  
pp. 843-852 ◽  
Author(s):  
Nancy Tarshis ◽  
Michelle Garcia Winner ◽  
Pamela Crooke
Keyword(s):  
Social Development ◽  
Social Goals ◽  
Apraxia Of Speech ◽  
Childhood Apraxia Of Speech ◽  
Social Competencies ◽  
The Social ◽  
Social Landscape ◽  
Communication Challenges ◽  
Primary Focus ◽  
Speech Motor

Purpose What does it mean to be social? In addition, how is that different from behaving socially appropriately? The purpose of this clinical focus article is to tackle these two questions along with taking a deeper look into how communication challenges in childhood apraxia of speech impact social competencies for young children. Through the lens of early social development and social competency, this clinical focus article will explore how speech motor challenges can impact social development and what happens when young learners miss early opportunities to grow socially. While not the primary focus, the clinical focus article will touch upon lingering issues for individuals diagnosed with childhood apraxia of speech as they enter the school-aged years. Conclusion Finally, it will address some foundational aspects of intervention and offer ideas and suggestions for structuring therapy to address both speech and social goals.

The Type D Construct

2014 ◽  
Vol 30 (4) ◽  
pp. 283-288 ◽  
Author(s):  
Gesine Grande ◽  
Matthias Romppel ◽  
Matthias Michal ◽  
Elmar Brähler
Keyword(s):  
Social Functioning ◽  
Negative Affectivity ◽  
Population Based ◽  
Type D Personality ◽  
Social Orientation ◽  
German Population ◽  
Social Competencies ◽  
Social And Emotional ◽  
Type D ◽  
Worse Prognosis

The interaction of negative affectivity (NA) and social inhibition (SI), known as the Type D personality, is associated with a worse prognosis in cardiac patients. Until now, causal models have been speculative, and this is partly due to a lack of clarity related to the validity of SI, its role in emotion regulation, and the postulated independence of social and emotional functioning. To examine the construct validity of the Type D personality, we analyzed associations of NA and SI with different measures of affectivity, social anxiety, and social competencies in a German population-based representative sample (n = 2,495). Both NA and SI were associated with all other measures of social functioning and negative affect (all rs > .30) and showed considerable cross-loadings (NA: a 1 = .39, a 2 = .63; SI: a1 = .73 and a2 = .34) in a two-factor solution with the factors labeled as Social Functioning and Negative Affectivity. The SI subscale did not properly differentiate between social fears and social competencies, which emerged as rather different aspects of social functioning. Further studies should examine the effect of broader dimensions of social orientation and competencies and their interaction with NA on cardiac prognosis.

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