Promoting social inclusion: A structured intervention for enhancing interpersonal problem-solving skills in children with mild intellectual disabilities

Abstract

There has been increasing interest in providing students with disabilities, who are at risk of social isolation, with opportunities to develop social competence and self-determination. Specifically, the provision of opportunities for teaching these students to promote social problem-solving skills is potentially useful for facilitating their social participation in inclusive settings. Although the importance of teaching problem-solving skills has been emphasised, there are still open questions regarding how teachers could put knowledge about problem-solving skills learning into practice, especially with regard to students with intellectual disabilities. This article presents a four-phase educational intervention programme designed to teach students with mild intellectual disabilities social problem-solving skills. A detailed description of the programme, including materials and methods, is provided. © 2016 NASEN.