Abstract The social and emotional development of students is one of the important goals of inclusive education. The aim of this paper is to provide a comprehensive understanding of the ...multidimensional social and emotional competencies of students with special educational needs (SEN), with a focus on identifying the areas in which they achieve the highest and lowest levels of proficiency. Furthermore, it will be investigated whether there are gender differences in the social and emotional competencies of students with SEN, and differences in comparison to students without SEN. This research is based on the CASEL conceptual framework of social and emotional learning. A random sample of teachers ( N = 54) assess the social and emotional competencies of both students with SEN ( N = 54) and students without SEN ( N = 54) with Devereux Student Strengths Assessment (DESSA). Participants completed questionnaires online in spring of 2021. The results show that students with SEN exhibit the highest level of competence in relationship skills and optimistic thinking, whereas the lowest level of competence is found in goal‐directed behaviour and self‐management. There were no discernible gender differences observed in the social and emotional competences of students with SEN. Compared to students without SEN, they exhibit statistically significant lower levels of every social and emotional competency. The findings indicate the necessity of implementing interventions targeting goal‐directed behaviours and self‐management of students with SEN.
Introduction. Persons with intellectual disabilities often experience difficulties in achieving interpersonal relations and social inclusion, which are important aspects of quality of life. ...Objectives. This paper aims to examine the perspective of people with intellectual disabilities on friendships and social inclusion and identify factors which influence their development, with the ultimate goal of defining recommendations for improving support. Methods. A qualitative research approach was chosen to gain insight into participants' subjective experiences and views. For this purpose, an individual semi-structured interview was conducted with eight adults with mild and moderate intellectual disabilities. Results. Participants generally express satisfaction with their friendships and social involvement. They spend time with friends, mostly in the centre, where they are included in the daily program. They especially emphasize the importance of the emotional support they receive from friends. In addition to activities in the daily centre, participants play sports, but they spend most of their free time at home. The factors that negatively affect their social inclusion and friendships are overly protective parents, living conditions, and low motivation. The factors that promote both are parental support, the use of social media, and visiting different places in the community. Conclusion. Although participants are mostly satisfied with their friendships and social inclusion, they also express different needs. Being included in the daily centre has a positive impact on developing friendships and social inclusion, but at the same time, it is necessary to offer inclusive content in society and provide both formal and informal support in this area.
The objective of this paper is to determine whether age, gender, Individualised Education Programme, the experience of victimisation by peers, and the experience of bullying others are predictors of ...bullying and victimisation in children with ADHD. The sample consisted of children aged from 7 to 15 with ADHD diagnosis (N=72). Gender is a significant predictor of physical bullying, whereas the predictors of verbal bullying are gender, being enrolled in an Individualised Education Programme (IEP), verbal victimisation and the feeling of security. The males with ADHD without any school accommodations (IEP) and who are exposed to verbal victimisation are also more often verbally aggressive towards their peers. Children with ADHD who are verbally aggressive and feel secure in the school setting are more exposed to verbal victimisation. (DIPF/Orig.).
The aim of the study was to explore Croatian and Polish teachers’ opinions on quality of inclusive education. A sample of 173 teachers from Poland and 139 from Croatia completed the Scale on Quality ...Indicators for Inclusion – for Teachers. In general, teachers reported positive assessments of inclusion quality. Respondents from both countries gave highest ratings on the subscale Support monitoring and evaluation, while the lowest ratings were given on the subscale Teaching assistant support by Polish participants and on the subscale Resources for inclusive education by the Croatian sample. Poland teachers gave higher ratings than Croatian teachers on all the subscales except Teaching assistant support. The discussion makes an attempt to present how two different societal contexts shape the development and implementation of inclusion.
Inclusion of children with disabilities into the regular education system has undoubtedly increased the number of social interactions between children with and without disability. However, most ...previous research suggests a low acceptance of children with disabilities in the peer environment. Lower levels of social acceptance can affect the development of friendship as the most important relationship with peers. This paper summarizes the results of the research of positive peer interactions of children with disabilities, acceptance and friendship with typical children as well as with children who also have disabilities. Children with disabilities, unlike typical peers, often experience greater difficulty in creating and maintaining friendships. Delayed development of motor, perceptual, cognitive, language, communication and / or social skills is likely to contribute to the difficulties of children with disabilities in creating lasting friendships. This paper provides an overview of scientific knowledge about the effectiveness of the researched strategies for social acceptance, development and maintenance of friendship.
The ADHD symptoms put the children suffering from this disorder at a higher risk of being a victim of bulling as well as of behaving aggressively towards peers. Objectives: This study is conducted in ...order to identify the frequency of specific forms of victimization and bullying in children with ADHD, and to determine if there is any correlation between victimization and bullying, and between different forms of bullying in children with ADHD. Methods: Bullying was tested on a sample of 72 first-through-eighth graders with ADHD diagnosis by means of the School Bullying Questionnaire (UŠN-2003) designed in line with the Olweus Bully/Victim Questionnaire. Results: The results indicate a statistically significant correlation between being a victim and being a perpetrator of bullying. The study also shows statistically significant correlations between specific forms of bullying. Conclusion: The results of this study provide guidelines for further studies and prevention/ intervention programs concerning bullying which involves children with ADHD.
The research was conducted to get insight into the levels of stress and resilience in parents of children with autism spectrum disorder (ASD) and into the correlation with problem behavior, ...communication, interest in others, and rigid routines in children with ASD. Seventy (70) parents of children with ASD, participated in the research. The research found moderate levels of stress and moderately high levels of resilience in parents. Among the characteristics of a child, problem behavior has the most statistically significant correlation with parental stress and resilience. Problem behavior of children with ASD is more present in families with more general and parental stress and less resilience, more precisely, in families with poor communication, weak coping with problems, and less connection between family members. Communication of a child with ASD is not related to stress and resilience in parents. A child’s interest in others is related to stress and family connectedness, while the routines of a child with ASD are associated with some parental resilience factors. Overall, the results suggest that support programs for parents should include activities that rise their awareness of their strengths, and increase family connectedness, communication and constructive problem-solving in order to reduce stress and increase resilience and a child with ASD functioning. Key words: parents of children with ASD; stress; resilience; problem behavior; autism spectrum disorder.
Starting from the assumption that family climate affects the adaptive behaviour, the goal of this research is to examine the relationship of family climate measured by a Scale of family environment ...(Moos and Moos, 2002) and adaptive behaviour of children measured by BRP-2 (Brow and Hammill, 1990). A sample of children with disabilities (N=60) and typical children (N= 73), both sexes, students from elementary schools in Zagreb, grade 6. Children gave self-assessment of their behaviour and family climate, parents assessed the adaptive behaviour of children. There was a statistically significant correlation between the adaptive behaviour of children with disabilities and some aspects of family climate. In families in which conflicts are more present, there is lower level of adaptive behaviour of children with disabilities. Higher levels of adaptive behaviour of girls with disabilities at home was found in those families where a better
cohesion, organization and where there are common recreational activities. Higher levels of adaptive behaviour of girls with disabilities among their peers is associated with better family cohesion, while higher levels of behaviour in schools is associated with a higher incidence of intellectual and cultural activities in the family. Better organization of the family and the presence of intellectual and cultural activity is associated with higher levels of adaptive behaviour of typical boys. Adaptive behaviour of typical girls is negatively associated with cohesion, family organization, and intellectual and cultural activities of the family. The results are interpreted in the light of theories about the family as a system.
It is known that the variation in motor development in persons with intellectual disabilities is partly due to a lack of insufficient biological conditions, as well as undue influence and lack of ...stimulation of motor activity by the environment. Fostering the acquisition and development of motor skills and abilities in adults with intellectual disabilities can be accomplished in a meaningful and creative leisure activity. One such activity is the oriental dance, for adults with intellectual disabilities may have a psycho-social function in the deconstruction of the excessive energy, training and further development of abilities and skills, increasing motivation for activity, rest and relaxation. This paper presents the application of oriental dance with adults with intellectual disabilities. Seven adults with intellectual disabilities have chosen oriental dance as a leisure activity. Dance workshops were carried out three times a week for three months. A total of 48 dance workshops were held. The program was structured in a way that people with intellectual disabilities could: express personal preferences, make independent decisions, raise the awareness of his own body, to adopt and practice the skills of oriental dance, achieve better mobility, coordination, posture, lateralization and spatial orientation. All users of the program persisted to participate until the end of its implementation. All seven participants have expressed positive experiences during and after the belly dancing program. Adopted new skills, as well as reducing body weight resulted in a sense of pride that users express at the end of the program. Oriental dance program proved to be a suitable leisure activity of these persons with disabilities because suits their interests and abilities.
Vršnjačke interakcije djece s ADHD-om učestalo su opterećene neuspjehom koji se ogleda u slaboj prihvaćenosti ove djece od strane vršnjaka, malom broju prijatelja, niskoj kvaliteti ostvarenih ...prijateljstava i većoj učestalosti sudjelovanja u vršnjačkom nasilju. U cilju boljeg razumijevanja socijalne interakcije ove populacije u radu su prikazane suvremene spoznaje o obilježjima ponašanja djece i mladih s ADHD-om koje uključuju ometajuća/neprimjerena socijalna ponašanja, obilježja komunikacije, sociokognitivne poteškoće i poteškoće rješavanja socijalnih problema, te poteškoće emocionalne regulacije. Nedavne spoznaje o prediktorima vršnjačkog prihvaćanja djece s ADHD-om otvaraju nove mogućnosti djelovanja. Posebna pažnja posvećena je problematici vršnjačkog nasilja. Prikazane su suvremene spoznaje iz konteksta tipične djece i mladih, djece i mladih s teškoćama u razvoju i s ADHD poremećajem. U odnosu na tipičnu, djeca s teškoćama u razvoju učestalije sudjeluju u vršnjačkom nasilju, odnosno visoko su zastupljena u populaciji žrtava. Istraživanja pokazuju da su ADHD simptomi i vršnjačko nasilje značajno povezani. Provedena istraživanja jednoznačno upozoravaju na veću zastupljenost djece s ADHD-om među žrtvama vršnjačkog nasilja, ali i među počiniteljima, i provokativnim žrtvama u usporedbi s tipičnim vršnjacima. Radom se nastoji istaknuti važnost i dati poticaj istraživanjima vršnjačkih interakcija djece i mladih s ADHD poremećajem, s posebnim naglaskom na vršnjačko nasilje. Rad daje i neke smjernice za kreiranje i provedbu prevencijskih i intervencijskih programa prilagođenih populaciji djece s ADHD-om.
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