Relationship Between Inclusive Education and Social Skills Development of Learners with Special Needs
Keywords:
Relationship, Inclusive Education, Social Skills Development, Learners, Special NeedsAbstract
The paper suggests that inclusive education enhances and promotes the social skills developments of learners with disabilities. By providing opportunities for socialization, peer interaction, and collaborative learning. As a result, these students developed in essential life skills such as communication, problem-solving, and conflict resolution. This study explores the relationship between inclusive education and social skill development in learners with special needs. It examines the impact of inclusive practices on the social skills development of students with disabilities, highlighting the benefits and challenges of implementing inclusive education. The finding of the study shows there is a relationship between inclusive education and social skills development of learners with disabilities.
References
Ainscow, M. (1991). Understanding the Development of Inclusive Schools; Studies in Inclusive Education series. Falmer Press.
Ainscow, M. (2005). Developing Inclusive Education Systems. What are the levers for change? Journal of Educational Change, 6(2), 109-124.
Avramidis, E., & Norwich, B. (2002). Teachers’ attitudes towards integration/inclusion: A review of the literature. European Journal of Special Needs Education, 17(2), 129–147. https://doi.org/10.1080/08856250210129056
Bandura, A. (1977). Social Learning Theory. Prentice-Hall.
Bronfenbrenner, U. (1979). The Ecology of Human Development: Experiments by Nature and Design. Harvard University Press.
Caldarella, P., & Merrell, K. W. (1997). Common dimensions of social skills of children and adolescents: A taxonomy of positive behaviors. School Psychology Review, 26(2), 264–278.
Carter, E. W., Sisco, L. G., Melekoglu, M. A., & Kurkowski, C. R. (2007). Peer interactions and academic engagement of youth with developmental disabilities in inclusive middle and high school classrooms. American Journal on Mental Retardation, 112(5), 367–385. https://doi.org/10.1352/0895-8017(2007)112[0367:PIAAEO]2.0.CO;2
Cole, C. (2004). Social Skills in Inclusive Classroom. Journal of Special Education, 38(2), 88-97.
Elliot, S. N. (1990). Social Skills Intervention for Children. Journal of Learning Disabilities, 23(6), 346-352.
Florian, L., & Black-Hawkins, K. (2011). Exploring inclusive pedagogy. British Educational Research Journal, 37(5), 813–828. https://doi.org/10.1080/01411926.2010.501096
Freeman, S. E. N., & Alkin, M. C. (2000). Academic and social attainments of children with mental retardation in general education and special education settings.
Goleman, D. (1995). Emotional Intelligence; Why it can matter more than. Bomtan Books.
Gresham, F.M. & Elliot, S.N. (1990). Social Skills Rating System. American Guidance Service.
Guralnick, M. J. (1999). The nature and meaning of social integration for young children with mild developmental delays in inclusive settings. Journal of Early Intervention, 22(1), 70–86. https://doi.org/10.1177/105381519902200108
Hunt, P., Soto, G., Maier, J., & Doering, K. (2003). Collaborative teaming to support students at risk and students with severe disabilities in general education classrooms. Exceptional Children, 69(3), 315–332.
Katz, J., & Porath, M. (2011). Social Skills and Inclusive Education, 15(3), 285-299.
Koster, M., Pijl, S. J., Nakken, H., & van Houten, E. (2010). Social participation of students with special needs in regular primary education in the Netherlands. International Journal of Disability, Development and Education, 57(1), 59–75.
Loreman, T. (2010). Inclusive Education and Social Skills Development. Journal of Inclusive Education, 14(3), 233-245.
Obani, T.C. (2002). Prospects of Special education for special needs children in the 21st century. Keynote address at the 12th Annual Conference of the National Council for Exceptional Children (NCEC), Minna, August, 6-9
Obani, T. C. (2006). Special Education and Special Education Needs. In T.C. Obani (Ed/Teaching Pupils with Special Education Needs in the Regular UBE Classroom. Oluben Printers.
Ozoji, E. D. (2005). Demystifying Inclusive Education for Special Needs Children in Nigeria’s Primary Schools. Journal of Childhood and Primary Education, 1(1)13-14.
Salamanca (1994). United Nations Declaration on Inclusive Education. Slee, R. (2011). The irregular school: Exclusion, schooling and inclusive education. Routledge.
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
