Assessment of social and life skills in primary school students with moderate intellectual disabilities
DOI:
https://doi.org/10.33910/1992-6464-2026-219-73-82Keywords:
primary school students, moderate intellectual disabilities, social and life skills, monitoring, methodological recommendations, remedial classesAbstract
Introduction. Contemporary research demonstrates the need to develop social and life skills in students with intellectual disabilities. It emphasizes the importance of remedial work in enabling these students to achieve maximum independence in daily life. This article focuses on assessing social and life skills of primary school students with moderate intellectual disabilities.
Materials and Methods. The study sample comprised 42 students (aged 7–10) with moderate intellectual disabilities from special educational settings. The following data were analyzed: personal files, multidisciplinary assessment reports, observation of students’ unstructured activities, and school-issued psychological and pedagogical characteristics. Monitoring was carried out to assess the development of self-care, social, and practical craft skills. The article describes the assessment criteria, research methods, and the results of quantitative and qualitative analysis. The reliability of the identified indicators was confirmed using Student’s t-test.
Results. The experimental study identified three groups of primary school students with moderate intellectual disabilities based on their psychophysiological characteristics: those with neurological conditions (cerebral palsy), those with pronounced emotional and volitional disorders, and those with uncomplicated etiology. The findings describe the state of social and life skills in these children, showing that they have low success rates in assessment tasks, qualitative distinctiveness, and high individual variability.
Conclusions. The analysis suggests that, for primary school students with moderate intellectual disabilities, success in performing social and life skill tasks depends on their psychophysical characteristics and the duration of their study at the educational institution. These findings can be used to design individual special development programs for this group of students.
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