Due to deficits in some psychological processes children with specific learning disabilities can experience failures on different learning areas despite being average or highly intelligent. Combined with pressures, arising from the environment (too high expectations from parents, school …) those deficits lead to low self-esteem, negative emotional states, behaviour and psychosocial issues. In order to avoid or eliminate those issues, which affect a child with SLD greatly, we have to offer to those children some help but first of all recognise and understand their needs and then, based on discovered deficits, plan a help programme with focus targets. In the empirical part we have been dealing with the research problem of establishment of the current psychosocial status of children with SLD and improvement of it by implement different social activities on the whole group of students. The impact of activities was shown with answers on given research questions and tested hypothesis, whose aim was to study the impact that social activities have on social self-esteem, social acceptance and relations SLD students develop with their peers. In research we used an action survey, performed in 3rd grade of Vida Pregarc Elementary School. For data gathering we used test of sociometry, social self-esteem questionnaire, half-structured interview, rating scale, structured monitoring and specialised documentation data. Research aim was to make a social activities programme based on discovered psycho-social deficits of SLD children. With this programme we could make a positive impact on social skills developed by selected SLD children. With social activity programme the results of the research showed that in short time period it is possible to impact the social skill development in individual since at the end of sessions every child with SLD showed some improvement on specific components of psychosocial status. We also found out that two students with moderate form of SLD improved their social skills more and therefore achieved better psychosocial status than two students with severe form of SLD. Despite the improvement of social skill development with individuals at the end of the social activity programme however showed no statistically important differences in social acceptance and social self-esteem as a group. Therefore we can conclude that the effects of the programme on psychosocial status in the shorter time period were minimal. In order to achieve significant improvement of the psychosocial status of those children the programme should be carried out during an entire school year and not only for two months.
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