Social communication skills and suggestions intervention for children with intellectual disability
The third chapter proposes intervention programs for the development of social communication in people with intellectual disabilities. The last find it difficult to clearly distinguish between social skills, which are derived from themselves and are intended to initiate social interactions and those, which are oriented to others in order to initiate cooperation and positive social behaviors (Garrote, 2017). Given the importance of social communication in education, which must meet the special needs and preferences of children with intellectual disabilities, to promote emotional response and ultimately prepare the student for a successful transition to adulthood, the programs presented interventions mainly involve a process of dynamic interpersonal social problems and emphasize the choice of projects or social scenarios they use (Guralnick, 2010).
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|Bibliographic Citation:||Giaouri, S., Alevriadou, A., & Rachanioti, E. (2022). Social communication skills and suggestions intervention for children with intellectual disability [Chapter]. In Giaouri, S., Alevriadou, A., & Rachanioti, E. 2021. Social Development of Children with Intellectual Disabilities and Down Syndrome in General and Inclusive Education [Undergraduate textbook]. Kallipos, Open Academic Editions. chapter 3. http://hdl.handle.net/11419/8036|
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Social Development of Children with Intellectual Disabilities and Down Syndrome in General and Inclusive Education
Kallipos, Open Academic Editions
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