COMPARISON OF SOCIAL SKILLS BETWEEN INTACT PUPILS AND PUPILS WITH SPECIAL EDUCATIONAL NEEDS IN MAINSTREAM PRIMARY SCHOOLS
[KOMPARACIA SOCIALNYCH ZRUCNOSTI ZIAKOV INTAKTNYCH A ZIAKOV SO SPECIALNYMI VYCHOVNO-VZDELAVACIMI POTREBAMI V BEZNEJ ZAKLADNEJ SKOLE]
Eva Lorinczova – Robert Tomsik
When pupils with special educational needs are trying to build relationships with their classmates, they may encounter some difficulties. In this context, an important condition for the development of positive relationships and participation with peers is to possess relevant social skills. Hence, the present study concentrates on the social skills of intact pupils and pupils with special educational needs. The data were collected through modified Assessment scale (SSRS; Gresham, Elliott, 1990). The research sample consisted of 105 students in 9th grade of Slovak mainstream primary schools. The results were analyzed on the basis of the following three variables: Cooperation, Assertiveness, and Empathy. The results proved that intact pupils reached higher average value of social skills than pupils with special educational needs and it can be concluded that students with special educational needs have greater problems with empathic behavior when interacting with their peers which can gradually lead to the feelings of loneliness or separation.
Inclusive education, social skills, pupils with special needs, cooperation, assertion, empathy.