Naslov
Specific differences in estimations of children's adaptive behaviour from perspectives of children, parents and teachers

Autori
Žic Ralić, Anamarija ; Cvitković, Daniela

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, sažetak, znanstveni

Izvornik
Promoting mental health for people with intellectual disability / Patty van Belle-Kusse - Amsterdam, 2009, 97-97

Skup
7th European Congress of Mental Health in Intellectual Disability: "Promoting mental health for people with intellectual disability"

Mjesto i datum
Amsterdam, Nizozemska, 03.09.2009. - 05.09.2009

Vrsta sudjelovanja
Poster

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
children with special needs ; adaptive behaviour ; parents ; teachers

Sažetak
Former researches showed that children with special needs integrated in regular schools have lower level of adaptive behaviour than typical peers (Žic, 2000). That is not only caused by child disability, but it is a case of complex inadequate interaction between child and his surrounding. Adaptive behaviour can influence child acceptance from their peers, teachers and other important persons (Žic 2000). The aim of this research was to investigate whether there are differences in estimations of children's adaptive behaviour from perspectives of children, parents and teachers. The sample consisted of pupils aged 12 years attending 6 th grades of primary school, both sex, their parents and teachers. The sample of pupils consisted of children with special needs (N=81) and typical peers (N=231). Adaptive behaviour was measured by Behaviour rating profile (BRP-2, Brown, Hammill, 1990 ; Croatian adaptation Žic, 1997). It was found that children with special needs estimated their motivation for school work, and acceptance from others, higher than teachers did, but there was no difference between typical peers and teachers. Children with special needs estimated their ability to seat calm higher than teachers did. Contrary, typical children estimated that ability lower than teachers did. Teachers estimated that children with special needs do daydreaming more often than parents did, but there was no difference in estimations of typical children’s parents and teachers. Children with special needs and their parents show more interest for family activities, and they noted more psychosomatic symptoms, then typical children and their parents. It can be concluded that children with special needs overrate in their estimation of adaptive behaviour, but perception of their teachers and parents are saturated with real behaviour of children and their unfulfilled expectation of behaviour. Differences in estimations are partly caused by insufficient support to children with special needs.

Izvorni jezik
Engleski

Znanstvena područja
Pedagogija

POVEZANOST RADA