THE REALITY OF DEVELOPING SOCIAL INTERACTION SKILLS FOR CHILDREN AGED 5–6 WITH MILD INTELLECTUAL DISABILITIES THROUGH STEAM ACTIVITIES
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Abstract
This study examines the current state of social interaction skill education for children aged 5–6 with mild intellectual disabilities through STEAM activities in preschools. Employing a mixed-methods research approach involving 125 preschool teachers, the findings reveal a significant discrepancy between perception and practice. While educators demonstrate high awareness of the role of STEAM, their pedagogical efficacy in organizing activities and providing practical support remains limited, particularly regarding the differentiation of tasks for children with disabilities. On the students' side, social interaction skills range from low to near-average levels. While these children perform relatively well in foundational skills such as sharing materials and coordinated actions, they face substantial challenges in proactive communication and conflict resolution. The research highlights a "theory-practice gap" and emphasizes the urgent need for structured interaction scripts and visual supports in inclusive education settings.
Keywords
Keywords: Mild intellectual disability, social interaction skills, STEAM education, inclusive education, preschool children
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References
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