Przystosowanie społeczne młodzieży z lekką niepełnosprawnością intelektualną i jego związek z jej samooceną i samoakceptacją

Abstract

In the first part of the article the author tries to examine the hierarchical order of concepts such as: social development – social adaptation – social competences and social skills and the position the concept of social adaptation takes in the above list. As a result he comes to the conclusion that the distinction between those concepts is rather unclear. This is especially evident in special pedagogy in which all those terms are usually used interchangeably. The above observations constitute the theoretical backdrop to the attempt of finding the relationship between social adaptation and the selected elements of self-perception of students with intellectual disability. As stated by the author, the argument in favor of this relation can be found in the assumptions formulated by Jan and Wladysława Pileccy (1995, p.197) according to which those students exhibit a low level of adequate social interaction. As a result of their negative self-concept they believe they are not able to react adequately in different interpersonal situations. The above assumptions were verified in the study that included 60 students of lower secondary school; 30 of which were normally developing adolescents and another 30 were students with intellectual disability.