Programmes for the Formation of Elementary Social Interaction Skills in Young Children with Special Needs

2020 ◽  
pp. 82-88
Author(s):  
Anastasia Sass ◽  
Mariya Savitskaya
Keyword(s):  
Social Interaction ◽  
Young Children ◽  
Special Needs ◽  
Educational Institutions ◽  
Children With Special Needs ◽  
The Family ◽  
The Republic ◽  
Social Interaction Skills ◽  
Interaction Skills

Nowadays, in the Republic of Belarus conditions that allow every child with special needs to integrate into society are created. The solution of this problem is directly related to the implementation of the socialising function of the family and educational institutions. We have analysed the existing programmes for providing early comprehensive assistance to children with special needs and summarised the material on the problem of forming elementary skills of social interaction in young children based on the analysis of national and foreign programmes.

Social interaction skills and theory of mind in young children.

1999 ◽  
Vol 35 (2) ◽  
pp. 386-391 ◽  
Author(s):  
Anne C. Watson ◽  
Charisse Linkie Nixon ◽  
Amy Wilson ◽  
Laura Capage
Keyword(s):  
Social Interaction ◽  
Theory Of Mind ◽  
Young Children ◽  
Social Interaction Skills ◽  
Interaction Skills

Acceptability and Feasibility of Classroom-Based Social Interaction Interventions for Young Children with Disabilities

1993 ◽  
Vol 60 (3) ◽  
pp. 226-236 ◽  
Author(s):  
Samuel L. Odom ◽  
Scott R. McConnell ◽  
Lynette K. Chandler
Keyword(s):  
Social Interaction ◽  
Young Children ◽  
Children With Disabilities ◽  
Teacher Ratings ◽  
Intervention Strategies ◽  
Instructional Materials ◽  
The Social ◽  
Young Children With Disabilities ◽  
Social Interaction Skills ◽  
Interaction Skills

The purpose of this study was to assess teachers' judgments of the acceptability, feasibility, and current use of child specific, peer-mediated, and environmental arrangement intervention strategies for promoting social interaction skills of young children with disabilities. One hundred thirty-one teachers from five geographical areas participated in this study. Using the Social Interaction Program Features Questionnaire, these teachers reported that a high percentage of their students needed to acquire peer social interaction skills and that there was a moderate to great need for curricular or instructional materials. The overall mean ratings for the three types of intervention strategies were generally positive and did not differ significantly, suggesting that teachers found all three types of interventions acceptable and feasible. However, the range of item ratings for specific techniques within the broader classes of interventions suggested that certain procedures were relatively more or less acceptable and feasible than others. Barriers to implementing the program included limited teacher time, resources available to teachers (i.e., space, staff, materials), and access to peers without disabilities. Teacher ratings of feasibility were related more closely to current use of procedures than were ratings of acceptability.

Pretend Play: Opportunities to Teach Social Interaction Skills to Young Children with Developmental Disabilities

1995 ◽  
Vol 20 (4) ◽  
pp. 30-33 ◽  
Author(s):  
Clarissa A. Leister ◽  
Mary Langenbrunner ◽  
David Walker
Keyword(s):  
Social Skills ◽  
Social Interaction ◽  
Developmental Disabilities ◽  
Young Children ◽  
Children With Disabilities ◽  
Skills Training ◽  
Daily Routine ◽  
Social Interaction Skills ◽  
Preschool Setting ◽  
Interaction Skills

While the trend in best practice issues for young children with disabilities is to place children with their typically developing peers (Leister, Koonce, Nesbit, 1993), it is also known that just placing children with disabilities in the vicinity of their peers does not guarantee interaction (Vaughn, 1985). A young child with developmental disabilities who is placed in a regular preschool setting needs multiple opportunities to learn social interaction skills. Since play is an important part of the daily routine within the preschool setting, it can be used as an opportunity to teach social skills. By incorporating social skills training into play activities, children with disabilities have the opportunity to learn skills such as: turn-taking, perspective-taking, self-help skills, establishing friendships, and learning the basic rules for getting along with others (Cook, Tessier & Klein, 1992; Gottman, 1983).

Age-Appropriateness and Safety of a Home Merry-Go-round for Young Children

1986 ◽  
Vol 63 (1) ◽  
pp. 271-278 ◽  
Author(s):  
Marcella V. Ridenour
Keyword(s):  
Social Interaction ◽  
Young Children ◽  
Lower Limbs ◽  
Potential Hazard ◽  
Rotating Platform ◽  
The Public ◽  
Age Range ◽  
Social Interaction Skills ◽  
Interaction Skills ◽  
Impact Injuries

The guidelines for age-labeling of children's toy and playgrounds are summarized. Two different published standards for the design of merry-go-rounds, home and public playground standards, are compared and contrasted. 120 children between the ages of 3 and 6 yr. old participated in the investigation of home merry-go-rounds. It was determined children within this age range had the motor and social interaction skills to operate a two-person home merry-go-round. Although the children are able to rotate the merry-go-round successfully, a potential hazard was identified during the normal use of the merry-go-round. The children's feet and lower legs could contact the stationary base of the merry-go-round after their feet slipped off the footrest during rotation. The home merry-go-round standards permit openings in the rotating platform, and the public merry-go-round standards do not permit openings in the rotating platform. The elimination of such openings prevents contact between the stationary platform and the child's lower limbs. The potential for impact injuries with the stationary base would be eliminated if public playground standards would be applied to home merry-go-rounds.

Use of Virtual Worlds for Development of Social Interaction Skills of Children With Special Needs

2021 ◽  
pp. 416-443
Author(s):  
Amir Manzoor
Keyword(s):  
Social Interaction ◽  
Special Needs ◽  
Virtual Worlds ◽  
Learning Process ◽  
Virtual World ◽  
Children With Special Needs ◽  
Technology Support ◽  
Learning Contexts ◽  
Social Interaction Skills ◽  
Academic Potential

At a growing rate, educators are realizing academic potential of virtual world and starting to use them to support the development of social skills and learning of children with special needs (CSN). A virtual world could be integrated into different learning contexts to provide a safe, friendly, and supportive multiuser learning environment for CSN. The objective of this chapter is to explore how educators can leverage shared interests of CSN in virtual world to facilitate their social interaction and how educator and technology support can be used to guide this learning process of CSN.

scholarly journals Children with Special Needs in Latvia. Legislative Frame

2015 ◽  
Vol 3 ◽  
pp. 74
Author(s):  
Linda Daniela
Keyword(s):  
Special Needs ◽  
Children With Special Needs ◽  
Equal Rights ◽  
The Family ◽  
Legislative Regulation ◽  
The Republic ◽  
The One ◽  
To Receive

<p><em>The analysis of the legislative regulation which determines the rights of children with special needs and regulates their guarantee leads to the conclusion that, on the one hand, defining equal rights to all children to receive education but failing to ensure these rights to children with special needs in a place that is as much as possible close to their dwelling place, their rights to live in the family, to choose education that corresponds to their desire as well as the possibility to socialize with children who have no special needs are violated. Why such statements? They are based on the analysis of the legislative acts of the Republic of Latvia and the education possibilities offered by the municipalities. </em></p><p> </p>

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