Вршњачки односи ученика: разлике с обзиром на интелектуалне способности и узраст

Marija M. Jelić

doi:10.5937/zrffp46-10041

Marija M. Jelić Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju

DOI: https://doi.org/10.5937/zrffp46-10041

Sažetak

Проблеми са вршњацима учесталији су у популацији деце са интелектуалном ометеношћу (ИО) него деце типичног развоја (ТР). Као недостатак истраживања у овој области наводи се хетерогеност узорака у односу на ниво ометености и узраст, а што је значајно за могућност планирања превентивних програма и циљних интервенција. Циљ истраживања био је да се испита повезаност интелектуалног статуса и узраста са вршњачким односима ученика. У истраживању је учествовало 206 испитаника, узраста од 12 до 18 година, од чега њих 76 са лаком ИО и 130 ТР. Вршњачки односи порцењивани су преко Рахимовог инвентара организацијског конфликта (Rahim Organizational Conflict Inventory - ROCI II) и субскале Проблеми са вршњацима из Упитника снаге и тешкоће(The Strenghts and Difficulties Questionnaires – SDQ). Главни налази су показали да млади са лаком ИО имају више проблема са вршњацима од младих ТР. За разлику од ученика ТР, што су старији, ученици са лаком ИО чешће попуштају и избегавају конфликте. Доминација је с узрастом ређе заступљена код обе групе ученика, а решавање проблема и компромис су статистички застуљенији код ученика са лаком ИО него њихових вршњака ТР. На крају рада, указано је да когнитивни дефицити нису кључни фактор објашњења чешћих проблема са вршњацима ученика са лаком ИО него ученика ТР и да су потребна даља истраживања о утицају срединских фактора на различите аспекте вршњачких односа ученика.

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