Resumo

FERREIRA, Elizângela Fernandes  e  MUNSTER, Mey de Abreu van. Social Skills Evaluation of Children with Intellectual Disabilities from their Teachers' Perspective. Rev. bras. educ. espec. [online]. 2017, vol.23, n.1, pp.97-110. ISSN 1980-5470.  https://doi.org/10.1590/S1413-65382317000100008.

The aim of this study was to evaluate the social skills of students with intellectual disabilities, before and after a Physical Education program, from the teachers' perspective. Under a quantitative approach, a research with quasi-experimental design was developed. The sample consisted of seven children aged between seven and 14 years (M=10, SD=2.61) and three teachers aged between 24 and 45 years (M=37.67, SD=12.34). Participants were evaluated by these teachers through the instrument System Evaluation of Social Skills (SSRS-BR), applied before and after an intervention program in Physical Education. The program consisted of 24 sessions lasting 40 minutes each, during two months. Information obtained through the SSRS- BR was analyzed quantitatively by JT method. Five out of the seven participants obtained reliable positive change in social skills after the physical education program. The most influenced social class was responsibility, and there was a positive change in overall social skills. It was concluded that after attending the Physical Education program, children with intellectual disabilities obtained an increase in the overall score of social skills.

Palavras-chave : Special Education; Physical Education; Social Skills.

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