Socialization Problems Faced by Intellectually Delayed Children. By Dr Nadeem Ghayas

October 21, 2024

The term “Intellectual Disability” has been defined differently in different specialties, depending on the perception of the condition. Early  definitions emphasized biological and medical criteria, but as teachers and psychologists became more interested in the subject, educational criteria became more important.

 According to the AAIDD, intellectual disability is characterized by significant limitations in intellectual functioning and the conceptual, social, and practical skills that constitute adaptive behavior during development.

Delays in brain development during the developmental period severely limit the academic, social, emotional and behavioral adaptation of individuals with intellectual disabilities. In this respect, the condition indicates a disturbance in mental and cognitive development, which results in the individual being unable to develop the adaptive skills necessary to cope with everyday life.

People with adaptive behaviour have the conceptual, social and practical skills that enable them to function in everyday life.  This means that people with intellectual disabilities who suffer from deficits in social skills are likely to have difficulties interpreting social cues in interactions and are more likely to be manipulated by others.  In addition, it may be difficult for them to adjust their emotions when interacting with their friends.

People and children with intellectual disabilities are found all  over the world. The population of each country or region varies depending on the assessment and diagnosis.  The prevalence of intellectual disability is independent of race, skin color, socioeconomic status, or national status.

The definition of these disabilities refers to impairments related to conceptual, social, and practical skills that enable basic tasks. It also includes disorders related to mental abilities. The most important feature of an individual’s intellectual disability is a lack of social skills.

In addition, individuals with developmental disabilities may lack social , have poor eye contact and facial expressions, lack non-verbal behaviors and gestures, and have difficulty maintaining relationships with peers.

Social skills are often difficult to demonstrate in different situations for people with intellectual disabilities. Katz and Lazcano-Ponce argue that disability  has significant social consequences for those who suffer from it.

Socialization is a fundamental aspect of child development, influencing a child’s emotional, cognitive and social growth. However, children with intellectual disabilities often face significant challenges in effective socialization. Understanding these issues is essential for parents, educators and caregivers to provide appropriate support and intervention.

One of the most serious socialisation problems in children with intellectual disabilities is communication difficulties. Many of these children have difficulties with verbal and nonverbal communication, which impedes their ability to express their needs, feelings, and thoughts.

According to the American Speech-Language-Hearing Association (ASHA), effective communication is essential to developing friendships and participating in social interactions (ASHA, 2023). Without the ability to communicate, these children may experience frustration, which can lead to social isolation and inappropriate behavior, further isolating them from their peers.

Children with intellectual disabilities often have underdeveloped non-verbal communication skills, such as the understanding of body language and facial expressions. This deficit can lead to misunderstandings and misinterpretations in social situations. For example, a child may misinterpret a playful gesture from a peer as an act of aggression, which can lead to avoidance or conflict ( Guralnick, 1997 ). Improving communication skills through targeted interventions such as speech therapy can significantly improve social interaction.

Establishing and maintaining friendships is another area where children with intellectual disabilities may struggle. Cognitive and emotional problems may make it difficult for them to participate in age-appropriate games and social activities. Research has shown that children with intellectual disabilities are often bullied and criticized by their peers, which impairs their ability to form friendships (Kregel & McGhee, 2001). This exclusion can lead to feelings of loneliness and low self-esteem, which can discourage children from socializing.

Interventions that promote the learning of social skills and encourage inclusive practices in schools can help create a more supportive environment. According to Carter et al.’s (2016) study, children with intellectual disabilities who participate in inclusive educational environments have more opportunities to interact with their peers, which may lead to improved social skills and friendships.

Behavioral problems are common in children with intellectual disabilities and complicate socialization efforts. These children may exhibit behaviors such as tantrums, aggression and withdrawal that can lead to them being alienated from their peers. These behaviors are often a response to frustration, anxiety, or an inability to cope with social situations (Fowler, 2015).

Understanding the root causes of such behaviors is essential to developing effective strategies to support these children. Behavioral problems often stem from difficulties understanding social cues and regulating emotions.

A child who feels overwhelmed in a noisy environment may act out or try to escape the situation. Implementing behavioral intervention plans that focus on teaching coping mechanisms and social skills can help mitigate these issues (Smith et al., 2018). Additionally, creating a structured, predictable environment can reduce anxiety and promote more positive social interactions. Inclusive environments play a key role in solving the socialization challenges faced by children with intellectual delays.

When schools and community programs prioritize inclusion, they provide all children with opportunities to interact and learn from each other. Research shows that inclusive environments foster empathy and understanding among peers, which can reduce prejudice and promote acceptance (Lindsay, 2007).

Teachers and caregivers can promote inclusive socialization by encouraging collaborative activities that require teamwork and communication. Group projects, games, and joint training experience can help children practice their children intelligently and practice social skills in support context (Wang and Ryndak, 2015). Furthermore, by teaching teachers about how to create a comprehensive class, you can improve the ability to recognize and solve the unique socialization issues facing these children.

Parental involvement is another important factor in supporting the socialization of children with intellectual delays. Parents play a vital role in modeling social behavior and providing opportunities for their children to interact with peers. Encouraging participation in playdates, group activities, and social events helps children practice social skills in a safe and familiar environment (Turnbull et al., 2011).

Furthermore, parents can advocate for their children’s educational needs by providing them with the appropriate supports and facilities. Open communication between parents and teachers can lead to a better understanding of the child’s socialization challenges and the development of appropriate strategies to address them.

In conclusion, children with intellectual disabilities face a multitude of socialization challenges that can have a significant impact on their emotional and social development. Communication difficulties, peer relationship issues, behavioral issues, and the need for an inclusive environment are key areas that require attention. Understanding these issues allows parents, educators, and caregivers to work together to create a supportive environment that promotes social skills and fosters positive interactions. Implementing targeted interventions, promoting inclusive practices, and encouraging parental involvement are essential steps in addressing the socialization challenges faced by children with intellectual disabilities. With the right support, these children can develop meaningful relationships, increase their self-esteem, and enjoy fulfilling social lives. Ultimately, increasing the socialization of children with intellectual delays not only benefits individuals, but enriches the communities to which they belong, promoting a culture of inclusion and understanding.

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