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HOW SOCIAL SKILLS AND AUTONOMY/DECISION-MAKING ABILITIES IN PUPILS WITH SEN ARE ASSESSED IN LITHUANIA

HOW SOCIAL SKILLS AND AUTONOMY/DECISION-MAKING ABILITIES IN PUPILS WITH SEN ARE ASSESSED IN LITHUANIA. Daiva Burkauskienė 16–18 March, 2008. Assessment of SEN children. Long time in Lithuania children’s special needs were assessed taking into account mainly cognitive abilities

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HOW SOCIAL SKILLS AND AUTONOMY/DECISION-MAKING ABILITIES IN PUPILS WITH SEN ARE ASSESSED IN LITHUANIA

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  1. HOW SOCIAL SKILLS AND AUTONOMY/DECISION-MAKING ABILITIES IN PUPILS WITH SEN ARE ASSESSED IN LITHUANIA Daiva Burkauskienė 16–18 March, 2008

  2. Assessment of SEN children • Long time in Lithuania children’s special needs were assessed taking into account mainly cognitive abilities • Social skills were assessed by descriptive manner and Portage methodology • Lithuanian Adaptive Behaviour Scales for assessment of social skills of 2-11 years old children since 2000

  3. Lithuanian Adaptive Behaviour Scales: pilot study (2001) • Pilot research of 271 children (2-11 years old) from 30 schools and 33 kindergartens

  4. Lithuanian Adaptive Behaviour Scales: pilot study (2001) • and115 SEN children (7-11 years old) from special schools for visually impaired, hearing impaired, with mental retardation pupils and general education schools (4 pupils)

  5. Assessment areas: • Communication • Self-organization • Daily living • Social skills • Leisure activities • Community • Self-direction • Academical knowledge application • Health and safety

  6. Results (statistically significant difference) 1: Hearing impaired children/not SEN children • Communication • Social skills • Leisure activities • Community • Self-direction • Academical knowledge application • Health and safety • Total estimation

  7. Results (statistically significant difference) 2: Visually impaired children/not SEN children • Leisure time activities • Community • Academical knowledge application • Health and safety

  8. Results (statistically significant difference) 3: Children with mild mental retardation/not SEN children • Communication • Self-organization • Daily living • Social skills • Leisure activities • Community • Self-direction • Academical knowledge application • Health and safety • Total estimation

  9. Problems: • Methodology is not completly developed • Development of social skills attaches more importance in special schools (where socials skills are trained) • Curriculum does not provide for special education of social skills for SEN children in inclusive settings

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