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Advisor(s)
Abstract(s)
Se presenta un estudio de evaluación de las habili -
dades sociales de alumnos con deficiencia visual
integrados en colegios ordinarios, de edades comprendidas
entre 6 y 16 años. La evaluación se realiza a
través de un sistema comprensivo y multimodal en el
que se utilizan distintas fuentes de evaluación y distintos
instrumentos (autoinformes, informes de los padres,
informes de los profesores y observación siste -
mática en el ambiente natural). Se realiza un estudio
de comparación entre un grupo de 29 alumnos con de -
ficiencia visual y un grupo de 28 alumnos sin deficiencia.
Los resultados indican que los alumnos con
deficiencia visual obtienen puntuaciones más bajas en:
adecuación de la interacción uno a uno, apariencia,
lenguaje corporal, habilidades verbales, habilidades de
juego y habilidades de asertividad, además, tienden a
interactuar menos que sus compañeros sin deficiencia
visual e interactúan en grupo con menor frecuencia
que sus compañeros videntes.
ABSTRACT: The present study provides a comprehensive assessment of social skills in visually handicapped children aged from 6 to 16. Systematic observations in natural environment, and parents, teachers and peers ratings were employed to evaluate social skills among a groupo of 29 visually impaired chíldren integrated in public and private regular schools, and a group of 28 nonhandicapped children in public and private schools. Results indicated that visually impaired children exhibed deficits on selected verbal and nonverbal components of social skills (one to one interaction, appearance, bodily language, play skills, verbal skills, asertion skills) and trend to engage in less social acti - vities than their nonhandicapped peers.
ABSTRACT: The present study provides a comprehensive assessment of social skills in visually handicapped children aged from 6 to 16. Systematic observations in natural environment, and parents, teachers and peers ratings were employed to evaluate social skills among a groupo of 29 visually impaired chíldren integrated in public and private regular schools, and a group of 28 nonhandicapped children in public and private schools. Results indicated that visually impaired children exhibed deficits on selected verbal and nonverbal components of social skills (one to one interaction, appearance, bodily language, play skills, verbal skills, asertion skills) and trend to engage in less social acti - vities than their nonhandicapped peers.
Description
Keywords
Habilidades sociales Evaluación Deficiencia visual
Citation
Análise Psicológica, 14(2-3) 313-323
Publisher
ISPA - Instituto Superior de Psicologia Aplicada