The relationship among pragmatic language skills with social skills, problem behavior and academic competence of inclusive students with intellectual disability

The aim of this study is to examine the relationship among the pragmatic skills with social skills, problem behaviors and academic competence of the students with intellectual disability (ID) who recieve education in inclusive elemantary school classes and to define the predictor variables of this relationship. The group of the study has been composed of 47 teachers who work in the public elemantary schools governed by Ministry of Education in Eskişehir and each of whom have a student diagnosed with ID in their classes. "Demographic Form", which was developed by the researcher himself, has been used in order to access personel information of teachers and their students with ID in their classes. Pragmatic language skills of the students with ID who recieve education in inclusive elemantary school classes have been measured by "Turkish Version of Pragmatic Language Skills Inventory" while social skills, problem behaviors and academic competence of the students have been measured by Turkish Version of the Social Skills As a result of the study, pragmatic language skills, social skills and academic competence of the students with ID who receive education in inclusive elemantary school classes have been figured to have lower level than their typically developed peers while problem behaviors of the students with ID who receive education in inclusive elemantary school classes have had higher level than their typically developed peers. Additionally, as a consequence of analyses it is came out that social skills are very important predictors for pragmatic language skills. Keywords: Inclusion, Intellectual Disability, Pragmatic Language Skills, Social Skills, Problem Behavior, Academic Competence