Generic skills in students with mild intellectual disability

Abstract

Generic skills include transferable skills which contribute to general work skills of an individual and can be used in different jobs and work organizations. Situational assessment is considered to be the best approach in gathering information on generic skills and adaptive behavior in persons with intellectual disabilities (ID), since it enables systematic observation of work related behavior. The aim of this paper is to determine the relation of the degree of generic skills acquisition with regard to the level of intellectual functioning of students with mild intellectual disability (MID). The sample consists of 120 examinees undergoing professional training, of both genders, with IQ between 51 and 70. The sample is divided in two groups: the group with higher level of intellectual functioning (IQ 61-70) which includes 75 examinees (62.5%), and the group lower level of intellectual functioning (IQ 51-60) which includes 45 (37.5%) examinees. The results of the adapted Situational assessment form test (Cline et al., 2005) indicate the statistically significant difference between the examinees with different levels of intellectual functioning. The examinees with higher level of intellectual functioning show greater interest in work, they perform the assigned tasks for a longer period of time, they adapt to changes while working more easily, and use the acquired work skills appropriately. They are more independent and mobile during training, they initiate a greater number of social interactions, behave more appropriately in work environment, and manage to control fatigue and stress while working. Information on generic skills can be used for developing individual plan of employment of persons with MID and/or for determining the model of employment, adaptation of work place and temporary placement.