engleski

Self-assessment of relations with peers in children with intellectual disability

Interaction with peers is important for the development of children, but children with special needs may feel rejected by their peers. The present study examines self-assessment of relationships with peers by children with intellectual disability (ID ; n=20) and children from the general population (n=20). All participants attended a regular primary school and were aged between 7 and 10.5 years ; both sexes were represented in samples. The Behavior Rating Profile was applied. The results of children with ID on the “Student Rating Scale: Peers” did not show statistically significant differences from the results of general population children, with both groups responding similarly to the self-perception scale. However, the sociometric results obtained from their peers clearly show that children with ID are not accepted by their classmates. Peers frequently and more often refuse to study, sit together in class or socialise after classes with children with ID than is the case with children without ID. Despite the high frequency of rejection, it is concluded that children with ID of younger primary-school age have average confidence in their own abilities and in the success of their relations with their peers. Further education among children who reject them could have a negative impact on their self-esteem.

children; self-assessment; relationship; peers; primary school; sociogram

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