Social Skills of Students with Disabilities at Elementary Level in Inclusive School Setting

Fitri Dwi Arini, Sunardi Sunardi, Sri Yamtinah

Abstract


Social skills evidently played an important role for students to develop their lives as individuals and members of society, citizens and members of mankind. The objectives of this research were to find out the level of social skill among students with disabilities at the elementary level in inclusive school and to discover the dispersion of social skills level of students by their disability categories. Data were collected from teachers to rate the social skills students with disabilities using a 4-point Likert questionnaire. The research findings indicated that students with disabilities' mean score were 44.45 from minimum 30 and maximum 63, which is closest to the minimum. The levels of social skills' student with disabilities tend to the fair to very poor level (82.5%). Effective social skills instruction, such as intensive social skills training is required to enhance the level of social skills of students with disabilities in inclusive school.


Keywords


social skills; students with disabilities; inclusive school setting; bullying-related social skills

Full Text:

PDF

References


Bouillet, D. & Kudek Mirošević, J. (2015). Students with Disabilities and Challenges in Educational Practice. Croatian Journal of Education, 17(2): 11-26.

Cheung, P., P., P., Siu, A., M., M., & Brown, Ted. (2017). Measuring social skills of children and adolescents in a Chinese population: Preliminary evidence on the reliability and validity of the translated Chinese version of the Social Skills Improvement System-Rating Scales (SSIS-RS-C). Research in Developmental Disabilities, 6: 187—197.

Dastaghi, N., Kashi, E., & Shameli, L. (2013). The efficacy of social skill education in 14-24 years old mild mental retarded aggression girls. Procedia Social and Behavioral Sciences, 84: 1571—1574.

Davies, M., Cooper, G., Kettler, R. J., Elliott, S. N. (2014). Developing Social Skills of Students With Additional Needs Within the Context of the Australian Curriculum. Australasian Journal of Special Education,39(1): 37—55.

Garner, P. W., & Hinton, T. S. (2010). Emotional display rules and emotion sef-regulation: Associations with bullying and victimization in community-based after school programs. Journal of Community & Applied Social Psychology, 20(6): 480—496.

Gresham, F. M., & Elliott, S. N. (1984). Assessment and classification of children's social skills: A review of methods and issues. School Psychology Review, 13(3): 29—301.

Jenkins, L. N., Demaray, M. K,. & Tennant, J. (2017) Social, Emotional, and Cognitive Factors Associated With Bullying. School Psychology Review: March 2017, 46(1): 42-64.

Kavale, K. A., & Mostert, M. P. (2004). Social Skills Interventions for Individuals with Learning Disabilities. Learning Disability Quarterly 27(1): 31—43.

Rose, C. A., Swearer, S. M., & Espelage, D. L. (2012). Bullying and students with disabilities: The untold narrative. Focus on Exceptional Children, 45(2): 1-10.

Salleh,N.M, & Zainal, K. (2010). How and why the visually impaired students socially behave the way they do. Procedia Social and Behavioral Sciences, 9: 859—863.

Schalock, R. L., Borthwick-Duffy, S. A., Bradley, V. J., Buntinx, W. H. E., Coulter, D. L., Craig, E., M., et al. (2010). Intellectual Disability: Definition, Classification, and Systems of Supports (11th ed.). Washington: American Association on Intellectual and Developmental Disabilities.

Welsh, M., Parke, R. D., Widaman, K., & O’Neil, R. (2001). Linkages Between Children’s Social And Academic Competence: A Longitudinal Analysis. Journal of School Psychology, 39(6): 463—482.

Yeo, K. J., & Teng, K. Y. (2015). Social skills deficits in Autism: A study among students with autism spectrum disorder in inclusive classroom. Universal Journal of Educational Research, 3 (12): 100—1007.




DOI: http://dx.doi.org/10.18415/ijmmu.v6i1.489

Refbacks

  • There are currently no refbacks.


Copyright (c) 2019 International Journal of Multicultural and Multireligious Understanding

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

International Journal of Multicultural and Multireligious Understanding (IJMMU) ISSN 2364-5369
https://ijmmu.com
[email protected]
dx.doi.org/10.18415/ijmmu
facebook.com/ijmmu
Copyright © 2014-2018 IJMMU. All rights reserved.