Academic Scientific JournalsPersonal and social competences of integration, public and special school teachers and their willingness to work with students with intellectual disabilities
DOI:
https://doi.org/10.4467/25439561.NP.19.045.12288Keywords:
intellectual disability, emotional intelligence, social competences, teachers of children with intellectual disabilitiesAbstract
Characteristics and social competences of integration, public and special school teachers and their willingness to work with students with intellectual disabilities. Teachers are in an exceptional position to have a direct impact on their pupils. Is worth to identify the characteristics, social competences and ask about attitudes towards done work of those who teach and care for students with SEN in different types of schools. The research comprised of teachers working with SEN students: 97 from integrative schools, 64 form mainstream school, 64 special school teachers (those with ID and autism). The data was collected using a questionnaire, the Social Competence Questionnaire and the Two-dimensional Emotional Intelligence Inventory (DINEMO). The findings highlight that mainstream school teachers do not want to work with students with NI, support teachers want to work with groups of mild NI children, and special educators are able to meet the educational needs of students with different NI degrees. In addition, teachers who declare their willingness to work with children with mild NI better understand and express emotions experienced by them, in their actions they take into account the cooperation and well-being of group members; teachers declaring their willingness to work with children with moderate, severe and profound ID are better adapted to cope with socially difficult situations.
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