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2012, vol. 11, iss. 3, pp. 419-434
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Communication achievements and types of needed support in children with moderate intellectual disability
Postignuća u oblasti komunikacije i tipovi potrebne podrške kod dece sa umerenom intelektualnom ometenošću
aUniversity of Belgrade, Faculty for Special Education and Rehabilitation, Serbia bŠkola za osnovno i srednje obrazovanje 'Milan Petrović', Novi Sad
email: kaljaca@eunet.rs
Project: Evaluation of treatment of acquired speech and language disorders (MESTD - 179068)
Abstract
Living in a community represents a complex, interactive relation between an individual and social field. The quality of that relation depends on numerous personal and social factors, which in different ways contribute to the level of individual social participation and wellbeing of all community members. Bearing in mind that sociocommunicative skills represent one of the most significant predictors of social inclusion, the assessment of the development level of skills in this category of life habits in persons with intellectual disability, may be considered important both in planning the education and preventing social isolation of these persons. The aim of this research is to compare the level of achievements in communication development in children with Down syndrome who are at the level of moderate intellectual disability, and children at the same intellectual level but without known cause of the condition. This paper also compares types of needed support in the area of implementing acquired knowledge in this category of life habits. The sample consists of 75 children with moderate intellectual disability, of both genders, aged between 7 and 15. In accordance with the defined aim and tasks of this research, the sample was divided in two subsamples: the first subsample consists of 37 examinees with Down syndrome, and the second consists of 38 examinees with moderate intellectual disability with unknown etiology. Scale for assessing life habits was used to assess the development of life habits. The obtained results show that there is no statistically significant difference either in the level of development of communicative skills or in the type and intensity of needed support between the examinees with Down syndrome and their peers with unknown etiology of their disability.
Sažetak
Život u zajednici predstavlja složen interaktivan odnos između pojedinca i socijalnog polja. Kvalitet tog odnosa uslovljen je uticajem brojnih personalnih i socijalnih činilaca, čiji doprinos na različite načine utiče na nivo individualne socijalne participacije i blagostanje svih članova zajednice. Imajući u vidu da socio-komunikativne sposobnosti predstavljaju jedan od najznačajnijih prediktora procesa socijalne inkluzije, procena nivoa razvijenosti sposobnosti koje pripadaju ovoj kategoriji životnih navika kod osoba sa intelektualnom ometenošću može se smatrati važnom, kako sa aspekta planiranja edukacije, tako i sa aspekta prevencije socijalne izolacije ovih osoba. Cilj ovog istraživanja je komparacija nivoa postignuća u oblasti razvoja komunikacije kod dece sa Daunovim sindromom, koja funkcionišu na nivou umerene intelektualne ometenosti, i dece istog intelektualnog nivoa, kod koje nije utvrđeno poreklo stanja, kao i tipa potrebne podrške u oblasti primene usvojenih znanja u ovoj oblasti životnih navika. Uzorkom je obuhvaćeno 75-oro dece sa umerenom intelektualnom ometenošću, oba pola, kalendarskog uzrasta od 7 do 15 godina. U skladu sa definisanim ciljem i zadacima istraživanja, uzorak je podeljen na dva poduzorka: prvi poduzorak obuhvata 37 ispitanika sa Daunovim sindromom, a drugi čini 38 ispitanika sa umerenom intelektualnom ometenošću nepoznate etiologije. Za procenu razvijenosti životnih navika korišćena je Skala za procenu životnih navika. Dobijeni rezultati pokazuju da nema statistički značajne razlike između nivoa razvijenosti komunikativnih sposobnosti, kao ni u odnosu na tip i intenzitet potrebne podrške između ispitanika sa Daunovim sindromom i njihovih vršnjaka čija je etiologija ometenosti nepoznata.
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