The purpose of this paper is to report parents’ perspective on the development of social relationships skills of children with special needs who are placed in the inclusive programs. Three aspects of social relationship skills, namely family, peer and community relationships were explored. A set of questionnaire was administered to thirty parents of children with learning difficulties in six inclusive programs in primary schools in the northern state in Malaysia. Data were analyzed using descriptive analysis and presented in the form of mean scores. The development of social relationship skills was categorized according to three stages, low, moderate and high based on the cutoff points of the mean scores. The findings showed that peer relationships (m=4.31) and family relationships (m=4.52) were the high level of social relationships skills development while community relationships (m=3.78) were at the moderate level. There are implications on the roles of parents and other parties involved in ensuring the positive development of such relationships and also on success of the implementation of inclusive programs.
|Keywords:||Social Relationships Skills, Children with Special Needs, Inclusive Programs, Parents|
Lecturer, National University of Malaysia, Malaysia
Senior Lecturer, Department of Foundation of Education, National University of Malaysia, Malaysia
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