Pathway Analysis of the Effects of Parental Involvement and Teacher-Student Relationship on the Social Skills of Children with Intellectual Disabilities
To explore the effects of parental involvement on the social skills of children with intellectual disabilities in an inclusive setting,as well as the mediating role of teacher-student relationship,479 students with intellectual disabilities attending classes in grade 3-6 were investigated through the Children's Social Skills Scale,Teacher-Student Relationship Scale and Parental Involvement Scale filled out by teachers of ordinary primary schools.The results showed that(1)intimate teacher-student relationships positively predicted the social skills of children with intellectual disabilities,while conflictual teacher-student relationships negatively predicted social skills;(2)teacher-student relationships partially mediated the relationship between parental involvement and the social skills of children with intellectual disabilities,and the mediating effect of intimate teacher-student relationships was significantly stronger than that of conflictual teacher-student relationships.The results of the study suggest teacher can build a good relationship with students,pay attention to parents'special educational accomplishment and strengthen parental involvement,pay attention to the critical period of children's social skills development and individual differences,in order to promote the improvement of social skills of children with intellectual disabilities.
children with intellectual disabilitiessocial skillsparental involvementteacher-student relationships
NETL
NSTL
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