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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Article
Strengthening Social Skills in Students With an Intellectual Disability in Secondary Education
Author(s)
Drossinou-Korea Maria, Panopoulos Nikolaos
Full-Text PDF
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DOI:10.17265/1539-8072/2017.06.001
Affiliation(s)
University of Peloponnese, Greece
ABSTRACT
During recent decades, one of education’s most important issues is the idea of inclusion regarding the students’ full participation to the mutual school environment. In addition, in the international scientific bibliography, it is stated that children with Intellectual Disability (ID) can integrate socially at school. However, the social benefits of inclusive education cannot always be reached. Studies have shown that just putting students with ID in a common school is not always adequate, as their social abilities are insufficient and because of that interventions are required. In this paper, we will examine school inclusion of students with ID having in mind that it is connected firstly to the modification of educational techniques using a Targeted, Individual, Structured, Integrated Program for Students with Special Educational Needs (TISIPfSENs). We will focus to the enhancement of their social skills facing school as one of their educational areas inside the community. The results showed that educational interventions that are focused on the enforcement of social skills are a basic priority for the inclusion of students with ID inside the school community.
KEYWORDS
intellectual disability, social skills, TISIPfSENs
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References
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Ainscow, M., Dyson, A., & Weiner, S. (2013). From exclusion to inclusion: Ways of responding in schools to students with special educational needs. England: CfBT Education Trust. 60 Queens Road, Reading, RG1 4BS.
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Avissar, G., Licht, P., & Vogel, G. (2016). Equality? Inclusion? Do they go hand-in-hand? Policy makers’ perceptions of inclusion of pupils with special needs—an exploratory study. Universal Journal of Educational Research, 4(5), 973-979.
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Avramidis, E., & Kalyva, E. (2006). Research methods in special education. Athens: Papazisi, in greek.
Avramidis, E., & Norwich, B. (2002). Teachers’ attitudes towards integration/inclusion: A review of the literature. European Journal of Special Needs Education, 17(2), 129-147.
Bouck, E., & Park, J. (2016). Inclusion and students with an intellectual disability. In General and special education inclusion in an age of change: Impact on students with disabilities (pp. 49-64). England: Emerald Group Publishing Limited.
Brooks, B. A., Floyd, F., Robins, D., & Chan, W. Y. (2015). Extracurricular activities and the development of social skills in children with intellectual and specific learning disabilities. Journal of Intellectual Disability Research, 59(7), 678-687.
Chan, O’Reilly, Lang, Boutot, White, Pierce, & Baker. (2011). Evaluation of a social stories intervention implemented by pre-service teachers for students with autism in general education settings. Research in Autism Spectrum Disorders, 5(2), 715-721.
Choi, S. H., & Nieminen, T. (2008). Focus on practice: Naturalistic intervention for Asperger syndrome—a case study. British Journal of Special Education, 35(2), 85-91.
Christakis, K. (2011). Behavioral problems in school age. Athens: Diadrasi, in greek.
Cornelius, D. J., & Balakrishnan, J. (2012). Inclusive education for students with intellectual disability. Disability, CBR & Inclusive Development, 23(2), 81-93.
Cutts, S., & Sigafoos, J. (2001). Social competence and peer interactions of students with intellectual disability in an inclusive high school. Journal of Intellectual and Developmental Disability, 26(2), 127-141.
Drossinou-Korea, M. (2017). Special education and training. The special education proposal for children and young people with special needs. PATRA: Opportuna, in greek.
Drossinou-Korea, M., & Panopoulos, N. (2017). Improving reading difficulties in a student with mental retardation: A case study from the Peloponnese Region. Journal of Regional Sociol-Economic Issues, 7(1), 34-48.
Drossinou-Korea, M., Matousi, D., Panopoulos, N., & Paraskevopoulou, A. (2016). School Inclusion Programmes (SIPS). Journal of Research in Special Educational Needs, 16(S1), 967-971.
Garrote, A. (2017). Relationship between the social participation and social skills of pupils with an intellectual disability: A study in inclusive classrooms. Frontline Learning Research, 5(1), 1-15.
Garrote, A., Dessemontet, R., & Opitz, E. (2017). Facilitating the social participation of pupils with special educational needs in mainstream schools: A review of school-based interventions. Educational Research Review, 20, 12-23.
Gentry, R., Sallie, A. P., & Sanders, C. A. (2013). Differentiated instructional strategies to accommodate students with varying needs and learning styles (online submission). Retrieved from http://files.eric.ed.gov/fulltext/ED545458.pdf
Gül, S. (2016). The combined use of video modeling and social stories in teaching social skills for individuals with intellectual disability. Educational Sciences: Theory & Practice, 16(1), 83-107.
Hughes, C., Golas, M., Cosgriff, J., Brigham, N., Edwards, C., & Cashen, K. (2011). Effects of a social skills intervention among high school students with intellectual disabilities and autism and their general education peers. Research and Practice for Persons with Severe Disabilities, 36(1-2), 46-61.
Kemp, C., & Carter, M. (2001). The social skills and social status of mainstreamed students with intellectual disabilities. Educational Psychology, 22(4), 391-411.
McNally, R. D., Cole, P. G., & Waugh, R. F. (2001). Regular teachers’ attitudes to the need for additional classroom support for the inclusion of students with intellectual disability. Journal of Intellectual and Developmental Disability, 26(3), 257-273.
Nepi, L., Fioravanti, J., Nannini, P., & Peru, A. (2015). Social acceptance and the choosing of favourite classmates: A comparison between students with special educational needs and typically developing students in a context of full inclusion. British Journal of Special Education, 42(3), 319-337.
Nitzan, N., & Roth, D. (2014). Social skill among young children with moderate to severe intellectual disability: A comparative study of parents’ and teachers’ reports and its correlation with parental stress. Issues in Special Education & Inclusion, 27(1), 79-97.
O’Connor, E. (2009). The use of social story DVDs to reduce anxiety levels: A case study of a child with autism and learning disabilities. Support for Learning, 24(3), 133-136.
O’Handley, R., Ford, W., Radley, K., Helbig, K., & Wimberly, J. (2016). Social skills training for adolescents with intellectual disabilities: A school-based evaluation. Behavior Modification, 40(4), 1-27.
Plavnick, J., Kaid, T., & MacFarland, M. (2015). Effects of a school-based social skills training program for adolescents with autism spectrum disorder and intellectual disability. Journal of Autism and Developmental Disorders, 45(9), 2674-2690.
Reynhout, G., & Carter, M. (2007). Social story™ efficacy with a child with autism spectrum disorder and moderate intellectual disability. Focus on Autism and Other Developmental Disabilities, 22(3), 173-181.
Schwab, S., Gebhardt, M., Krammer, M., & Gasteiger-Klicpera, B. (2015). Linking self-rated social inclusion to social behaviour. An empirical study of students with and without special education needs in secondary schools. European Journal of Special Needs Education, 30(1), 1-14.
Soulis, S. G., Georgiou, A., Dimoula, K., & Rapti, D. (2016). Surveying inclusion in Greece: Empirical research in 2683 primary school students. International Journal of Inclusive Education, 20(7), 770-783.
Strogilos, V., & Tragoulia, E. (2013). Inclusive and collaborative practices in co-taught classrooms: Roles and responsibilities for teachers and parents. Teaching and Teacher Education, 35, 81-91.
Sukhodolsky, D., & Butter, E. (2007). Social skills training for children with intellectual disabilities. In Handbook of intellectual and developmental disabilities (pp. 601-618). US: Springer.
United Station. (2006). Convention on the rights of persons with disabilities and optional protocol. New York: United Station.
Vlachou, A. (2006). Role of special/support teachers in Greek primary school: A counterproduct effect of inclusion practices. International Journal of Inclusive Education, 10(1), 39-58.
World Health Organization. (2014). The ICD-10 international classification of mental and behavioural disorders. In Clinical Descriptions and Diagnostic Guidelines (K. Stefanis, K. Soldatos, & B. Mavreas, Μεταφρ.). Athens: Center for Cooperation in Education and Research on Mental Health.
Ainscow, M., Dyson, A., & Weiner, S. (2013). From exclusion to inclusion: Ways of responding in schools to students with special educational needs. England: CfBT Education Trust. 60 Queens Road, Reading, RG1 4BS.
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders fifth edition (DSM V). Washigton, DC, London, England: American Psychiatric Publishing.
Anstotz, C. (2012). Fundamentals of pedagogy for children with mental retardation. In Α. Zoniou-Sideri, Ed.; L. Anagnostou, Trans. Athens: Pedio, in greek.
Avissar, G., Licht, P., & Vogel, G. (2016). Equality? Inclusion? Do they go hand-in-hand? Policy makers’ perceptions of inclusion of pupils with special needs—an exploratory study. Universal Journal of Educational Research, 4(5), 973-979.
Avramidis, E. (2013). Self-concept, social position and social participation of pupils with SEN in mainstream primary schools. Research Papers in Education, 28(4), 421-442.
Avramidis, E., & Kalyva, E. (2006). Research methods in special education. Athens: Papazisi, in greek.
Avramidis, E., & Norwich, B. (2002). Teachers’ attitudes towards integration/inclusion: A review of the literature. European Journal of Special Needs Education, 17(2), 129-147.
Bouck, E., & Park, J. (2016). Inclusion and students with an intellectual disability. In General and special education inclusion in an age of change: Impact on students with disabilities (pp. 49-64). England: Emerald Group Publishing Limited.
Brooks, B. A., Floyd, F., Robins, D., & Chan, W. Y. (2015). Extracurricular activities and the development of social skills in children with intellectual and specific learning disabilities. Journal of Intellectual Disability Research, 59(7), 678-687.
Chan, O’Reilly, Lang, Boutot, White, Pierce, & Baker. (2011). Evaluation of a social stories intervention implemented by pre-service teachers for students with autism in general education settings. Research in Autism Spectrum Disorders, 5(2), 715-721.
Choi, S. H., & Nieminen, T. (2008). Focus on practice: Naturalistic intervention for Asperger syndrome—a case study. British Journal of Special Education, 35(2), 85-91.
Christakis, K. (2011). Behavioral problems in school age. Athens: Diadrasi, in greek.
Cornelius, D. J., & Balakrishnan, J. (2012). Inclusive education for students with intellectual disability. Disability, CBR & Inclusive Development, 23(2), 81-93.
Cutts, S., & Sigafoos, J. (2001). Social competence and peer interactions of students with intellectual disability in an inclusive high school. Journal of Intellectual and Developmental Disability, 26(2), 127-141.
Drossinou-Korea, M. (2017). Special education and training. The special education proposal for children and young people with special needs. PATRA: Opportuna, in greek.
Drossinou-Korea, M., & Panopoulos, N. (2017). Improving reading difficulties in a student with mental retardation: A case study from the Peloponnese Region. Journal of Regional Sociol-Economic Issues, 7(1), 34-48.
Drossinou-Korea, M., Matousi, D., Panopoulos, N., & Paraskevopoulou, A. (2016). School Inclusion Programmes (SIPS). Journal of Research in Special Educational Needs, 16(S1), 967-971.
Garrote, A. (2017). Relationship between the social participation and social skills of pupils with an intellectual disability: A study in inclusive classrooms. Frontline Learning Research, 5(1), 1-15.
Garrote, A., Dessemontet, R., & Opitz, E. (2017). Facilitating the social participation of pupils with special educational needs in mainstream schools: A review of school-based interventions. Educational Research Review, 20, 12-23.
Gentry, R., Sallie, A. P., & Sanders, C. A. (2013). Differentiated instructional strategies to accommodate students with varying needs and learning styles (online submission). Retrieved from http://files.eric.ed.gov/fulltext/ED545458.pdf
Gül, S. (2016). The combined use of video modeling and social stories in teaching social skills for individuals with intellectual disability. Educational Sciences: Theory & Practice, 16(1), 83-107.
Hughes, C., Golas, M., Cosgriff, J., Brigham, N., Edwards, C., & Cashen, K. (2011). Effects of a social skills intervention among high school students with intellectual disabilities and autism and their general education peers. Research and Practice for Persons with Severe Disabilities, 36(1-2), 46-61.
Kemp, C., & Carter, M. (2001). The social skills and social status of mainstreamed students with intellectual disabilities. Educational Psychology, 22(4), 391-411.
McNally, R. D., Cole, P. G., & Waugh, R. F. (2001). Regular teachers’ attitudes to the need for additional classroom support for the inclusion of students with intellectual disability. Journal of Intellectual and Developmental Disability, 26(3), 257-273.
Nepi, L., Fioravanti, J., Nannini, P., & Peru, A. (2015). Social acceptance and the choosing of favourite classmates: A comparison between students with special educational needs and typically developing students in a context of full inclusion. British Journal of Special Education, 42(3), 319-337.
Nitzan, N., & Roth, D. (2014). Social skill among young children with moderate to severe intellectual disability: A comparative study of parents’ and teachers’ reports and its correlation with parental stress. Issues in Special Education & Inclusion, 27(1), 79-97.
O’Connor, E. (2009). The use of social story DVDs to reduce anxiety levels: A case study of a child with autism and learning disabilities. Support for Learning, 24(3), 133-136.
O’Handley, R., Ford, W., Radley, K., Helbig, K., & Wimberly, J. (2016). Social skills training for adolescents with intellectual disabilities: A school-based evaluation. Behavior Modification, 40(4), 1-27.
Plavnick, J., Kaid, T., & MacFarland, M. (2015). Effects of a school-based social skills training program for adolescents with autism spectrum disorder and intellectual disability. Journal of Autism and Developmental Disorders, 45(9), 2674-2690.
Reynhout, G., & Carter, M. (2007). Social story™ efficacy with a child with autism spectrum disorder and moderate intellectual disability. Focus on Autism and Other Developmental Disabilities, 22(3), 173-181.
Schwab, S., Gebhardt, M., Krammer, M., & Gasteiger-Klicpera, B. (2015). Linking self-rated social inclusion to social behaviour. An empirical study of students with and without special education needs in secondary schools. European Journal of Special Needs Education, 30(1), 1-14.
Soulis, S. G., Georgiou, A., Dimoula, K., & Rapti, D. (2016). Surveying inclusion in Greece: Empirical research in 2683 primary school students. International Journal of Inclusive Education, 20(7), 770-783.
Strogilos, V., & Tragoulia, E. (2013). Inclusive and collaborative practices in co-taught classrooms: Roles and responsibilities for teachers and parents. Teaching and Teacher Education, 35, 81-91.
Sukhodolsky, D., & Butter, E. (2007). Social skills training for children with intellectual disabilities. In Handbook of intellectual and developmental disabilities (pp. 601-618). US: Springer.
United Station. (2006). Convention on the rights of persons with disabilities and optional protocol. New York: United Station.
Vlachou, A. (2006). Role of special/support teachers in Greek primary school: A counterproduct effect of inclusion practices. International Journal of Inclusive Education, 10(1), 39-58.
World Health Organization. (2014). The ICD-10 international classification of mental and behavioural disorders. In Clinical Descriptions and Diagnostic Guidelines (K. Stefanis, K. Soldatos, & B. Mavreas, Μεταφρ.). Athens: Center for Cooperation in Education and Research on Mental Health.