Abstract
The article describes the psychosocial characteristics of students with learning disabilities. Qualitative data collection and processing (interview and interview content analysis) and quantitative (socio-metric research) methods have been applied. Positive and negative psychosocial (emotional self-satisfaction/feeling, self-actualisation and self-expression and inter- personal relations) characteristics of a student with learning disabilities have been distinguished and defined. The social status of these students has been ascertained within the class and the motives of the classmates in their choices have been revealed.
 A psychosocial portrait (according to feeling well, self- actualisation, and the quality of interpersonal relationship) of a student with learning disabilities is ambiguous, reconciling both positive and negative characteristics. In the class, a relatively high status of students with learning disabilities has been identified. Positive and negative classmate’s choices mostly related to personal qualities and acceptable or unacceptable behaviour of the students with learning disabilities. An analysis of interview content revealed the factors determining self-esteem, self-expression, and interpersonal relationships of students with learning disabilities.
Highlights
In the description of the procedure for identifying groups of pupils with special educational needs and the division of their special educational needs into the levels1, the learning disabilities are divided into general, specific, and non-verbal learning disabilities
The analysis of psychosocial learning factors of students with learning disabilities is of particular relevance because this group of students accounts for one third of all pupils with SEN who study in general classes
The content of the interview with students having learning disabilities has been shown in table 2
Summary
Remiantis gauta tyrimo medžiaga išskirtos trys darbo tikslą ir uždavinius atspindinčios kategorijos: mokinio savijauta, savirealizacija ir tarpasmeniniai santykiai. Šias kategorijas sudaro 10 subkategorijų, atskleidžiančių pozityvius ir negatyvius vaikų ugdymosi psichosocialinius veiksnius Pagal išskirtas kategorijas ir subkategorijas analizuoti tyrimo dalyvių (mokinių, jų tėvų, mokytojų ir švietimo pagalbos specialistų) interviu teiginiai. Analizuoti ugdymosi dalyvių pozicijų sutapimai ir skirtumai
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