Sutrikusio regėjimo paauglių socialinių įgūdžių ugdymo problema šiuolaikinėje edukologijoje ir psichologijoje

Straipsnyje analizuojama sutrikusio regėjimo paauglių socialinių įgūdžių ugdymo problema šiuolaikinės edukologijos ir psichologijos požiūriu. Pateikiama socialinių įgūdžių samprata, apibūdinamos esminės socialinių įgūdžių rūšys ir atskleidžiami kai kurie sutrikusio regėjimo paauglių socialinių įgūdžių tyrimų aspektai.

The model of the integration of handicapped people in a society with a democratic context has inspired development in the area of training impaired children. Social integration is based on social need, with the network of social connections expanding and an individual being given the opportunity to take an active part in community life. The integration process is, therefore, an active process which serves not only to eliminate the isolation of handicapped people, but also has a major effect on the degree of their activity. This may be the case when a handicapped individual maintains confidence in his own abilities and is assisted in the development of his superior social competence as well as social skills. It is thus not accidental that most scholars who analyze the social and educational situation of handicapped children have placed an increasingly frequent emphasis on the development of social skills. The present article approaches the problem of the development of the social skills of visually impaired teenagers from the point of view of education and psychology by introducing the notion of social skills, describing their basic varieties, and presenting some aspects of research on the social skills of visually impaired teenagers. The research on the social skills of visually impaired people has also been carried out from intrapersonal and interpersonal points of view, where a forms is laid on groups of self-perception, self-assessment, self-control, communication and collaboration skills.