Social skills, social interaction and school inclusion of a blind child

Abstract

This article has the following objectives: (a) analyze the social skills and school inclusion of a blind child; (b) characterize the social skills of that child; (c) characterize the social interaction of blind children in the context of inclusive education. To meet these objectives was carried a qualitative descriptive research design, by multi methods, with case study of a child with total blindness, 11-year-old student at a regular school in the public school system. Video recordings were made of the social interaction of blind children in the school context. Parents and teachers completed the SSRS-BR² inventory, used for characterizing the social skills of the child. The results obtained indicate that the child has a repertoire of social skills below average, with lower scores related to social resourcefulness skills, assertiveness, cooperation and affection. Responsibility as the class of more developed social skills. It was observed that children interact more frequently with teachers and with colleagues in the resource room and reject initiatives interaction of child seers. The child has deficits in some classes of social skills which ultimately interfere with your relationship with colleagues and consequently in the inclusion process. In this sense it is important that larger studies are developed with visually impaired children, to which extend the formulation of pedagogical practices which encourage the development of skills and the promotion of social interactions satisfactory in the school context.