Promoting social inclusion: a structured intervention for enhancing interpersonal problem-solving skills in children with mild intellectual disabilities.

• Autores: Anastasia Vlachou, Panayiota Stavroussi
• Localización: Support for learning, ISSN 0268-2141, Vol. 31, Nº. 1, 2016, págs. 27-45
• Idioma: inglés
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• Resumen

  • There has been increasing interest in providing students with disabilities, who are at risk of social isolation, with opportunities to develop social competence and self-determination. Specifically, the provision of opportunities for teaching these students to promote social problem-solving skills is potentially useful for facilitating their social participation in inclusive settings. Although the importance of teaching problem-solving skills has been emphasised, there are still open questions regarding how teachers could put knowledge about problem-solving skills learning into practice, especially with regard to students with intellectual disabilities. This article presents a four-phase educational intervention programme designed to teach students with mild intellectual disabilities social problem-solving skills. A detailed description of the programme, including materials and methods, is provided. [ABSTRACT FROM AUTHOR]