Veikla kaip sutrikusio regėjimo paauglių socialinių įgūdžių sklaidos prielaida

Straipsnyje iškeliama sutrikusio regėjimo paauglių socialinių įgūdžių ugdymo problema, kaip svarbi asmens socialinės integracijos į visuomenę sąlyga. Pagrindinis dėmesys skiriamas veiklai (mokomajai ir nepamokinei), kaip svarbiam pedagoginiam veiksniui, lemiančiam socialinių įgūdžių sklaidą. Atskleidžiamas veiklos tikslingumo, asmeninio ir socialinio, savarankiškumo ir santykių humaniškumo ryšys su socialiniais įgūdžiais (intrapersonaliniais, interpersonaliniais bei veiklos ir bendradarbiavimo). Nemažai vietos straipsnyje skiriama sutrikusio regėjimo paauglių mokomosios ir nepamokinės veiklos ypatumams.

The article looks at the problem of developing the social skills of teenagers with vision disabilities as an essential condition for their social integration. Primary attention was devoted to activities (educational and out-of-class) as an important educational factor determining the distribution of social skills. The following essential criteria for assessing activity efficiency were distinguished: the expedience of the activity, the significance of the activity, the level and degree of activity, and the humanness of the relationship during the activity. The article analyzes the connection of activity expedience, personal and social significance and humanness of relationship with social skills. Statistical analysis revealed a significant connection between the expedience of teenager activities, the significance of the activity, the level and degree of the activity, the humanness of the relationship during the activity. Important prerequisites for the development of the social skills of the teenagers were the implementation of specific goals matching their individual characteristics, the personal and social meaningfulness of the activity, and the humanness of the relationship during the activity. The research analyzed whether activities arranged in special schools for students with vision disability are expedient, personally and socially meaningful, and whether the relationship of teachers with students is humane.