Social Skills of Slovenian Primary School Students with Learning Disabilities

Autor/inn/en	Schmidt, Majda; Prah, Alenka; Cagran, Branka
Titel	Social Skills of Slovenian Primary School Students with Learning Disabilities
Quelle	In: Educational Studies, 40 (2014) 4, S.407-422 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-5698
DOI	10.1080/03055698.2014.930339
Schlagwörter	Foreign Countries; Learning Disabilities; Interpersonal Competence; Elementary School Students; Special Needs Students; Student Experience; Questionnaires; Anxiety; Self Concept Measures; Statistical Significance; Social Cognition; Cohort Analysis; Rating Scales; Inclusion; Grade 7; Grade 8; Grade 9; Student Surveys; Slovenia + Suchen Sie Ihr Suchwort? Ausland; Learning handicap; Lernbehinderung; Interpersonale Kompetenz; Sonderpädagogischer Förderbedarf; Studienerfahrung; Fragebogen; Angst; Soziale Kognition; Kohortenanalyse; Rating-Skala; Inklusion; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Schülerbefragung; Slowenien
Abstract	Social skills of students with special needs play a very important role in their successful integration into inclusive learning environments. The aim of present empirical research was to establish whether students with learning disabilities (LD) attending grades 7-9 of regular primary school in Slovenia experience difficulties in social skills compared to their peers without LD. The following measuring instruments were used: the "Questionnaire about Interpersonal Difficulties for Adolescents," the "Social Anxiety Scale for Adolescents" and the "Self-Concept Scale." The basic research findings indicated statistically significant structural differences between the students with LD and their peers. The two groups differ in terms of difficulties in social interaction. Students with LD experience more difficulties. Statistically significant differences between the groups also appeared in tension and inhibition in social contact and social anxiety, as well as in the area of self-concept: students with LD are more anxious and reserved in social contacts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10