Kompetencje społeczne a bezradność szkolna gimnazjalistów z lekką niepełnosprawnością intelektualną
Social competence and helpless school of junior high school students with mild intellectual disability
dr hab. prof. APS Andrzej Giryński Uczelnia: Uczelnia: Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej, Warszawa
dr hab.prof. UŚ Zenon Gajdzica Uniwersytet Śląski, Cieszyn
W pracy zostały zaprezentowane wyniki badań, które przedstawiają ustalenia związane z poziomem kompetencji społecznych i bezradności szkolonej młodzieży uczącej się w szkołach integracyjnych i specjalnych, usytuowanych w Warszawie i w miejscowościach podwarszawskich.
Przedstawione dane potwierdziły, że :
The thesis presents the findings related to the level of social competences and helplessness of youths studying in special schools and integrated schools, located in Warsaw and surrounding towns. Then analyzed the relationships between these variables and highlights the importance of learning styles to their level of differentiation. The presented data confirmed that both the level of helplessness of junior high school students with mild intellectual disability as well as teachers' teaching styles differentiate the overall level of social competences in the test group in a noticeable way. Detailed results show that disabled learners in special schools have a slightly higher social competences level and lower school helplessness level than their peers in integrated schools. Noteworthy is the fact that the results obtained indicate a significantly lower level in the learners helplessness related to the learning of Polish language, regardless of the type of school (special school / integrated), or its location (Warsaw / outside of Warsaw). . The results also indicated that in all analysed areas, the level of educational helplessness was higher and the level of social competences was lower among boys. The results indicate that the teaching styles which most strongly determine the level of social competences are the critical/urging style on the one hand and curiosity/creativity- stimulating style on the other. Another interesting aspect of the research is the fact that there seem to be very few results diffrentiating the teaching styles of teachers of both types of schools - integrated and special.