924 The foci are on social-affective characteristics: social support, loneliness and self-efficacy as perceived by both groups of students. A questionnaire and a group interview were used. An overall sense of satisfaction was found among the students with IDD; being part of a regular class is perceived as an opportunity for social integration; students with IDD are perceived by their peers to be an integral part of the class and at the same time it is understood they might need extra help. Recommendations are presented regarding developments of intervention programs in order to enhance social skills that might contribute to reach higher capabilities socially and academically.
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