Identification of the necessary social skills for students with intellectual disability in classroom setting

The aim of the present study was to identify the necessary social skills for students with intellectual disability in classroom setting from the point of view of parents، teachers and professionals. For this purpose، the statements of 151 parents، 144 teachers and 42 professionals were examined. Cluster sampling method was utilized to select parents and teachers، and a purposeful sampling procedure was used to select professionals. The current investigation was a descriptive-survey method. In order to develop the questionnaire، first، a pool of necessary social skills for children with intellectual disability in classroom setting was developed، and consequently a pilot study was conducted and psychometric properties were computed. Finally، «Identifying Social Skills Questionnaire» (ISSQ) with 29 statements based on Likert-type was administered to the participants. At the end، data were analyzed by descriptive and inferential methods and 29 necessary social skills were extracted. The results also indicated significant differences between the perpectives of parents، teachers and professionals.