Assessment of social-emotional skills in children and adolescents with visual impairments in Switzerland : Perspectives from students, parents, and teachers
IPC
- Barras, Alessio ORCID University of Fribourg, Switzerland - Department of special education
- Leavy, Aline ORCID University of Geneva, Switzerland
- Chennaz, Lola ORCID University of Geneva, Switzerland
- Caron, Valérie ORCID University of Fribourg, Switzerland - Department of special education
- Gentaz, Edouard ORCID University of Geneva, Switzerland
- Ruffieux, Nicolas ORCID University of Fribourg, Switzerland - Department of special education
- 2025
Published in:
- British Journal of Visual Impairment. - SAGE Publications. - 2025
Assessment
behaviour rating scale
children and adolescents
social-emotional skills
visual impairments
English
Children and adolescents with visual impairments (VIs) often face challenges in developing social-emotional skills (SESs) and rely on compensatory strategies. Assessing and teaching SESs are crucial; however, Swiss practitioners lack suitable tools. This study used the French version of the Social Skills Improvement System Social-Emotional Learning Edition Rating Forms (SSIS-SEL RFs)
to collect data on perceptions of SESs from students (self-assessment), parents, and teachers in a sample of 43 children and adolescents with VI. Although comparisons with normative sample data showed no significant differences at the group level, individual analysis revealed a wide range of profiles, with a substantial proportion of children scoring well below or well above the
average. According to parent-reported scores, students with mild VI had significantly higher SESs than those with moderate VI to blindness, particularly in the domains of social awareness and relationship skills. In addition, higher SES scores were reported for older participants, girls, and those involved in inclusion-based activities. These results highlight the importance of detailed
evaluation across different domains of SESs to guide individualized teaching and suggest the use of the SSIS-SEL RFs as part of a comprehensive assessment approach.
to collect data on perceptions of SESs from students (self-assessment), parents, and teachers in a sample of 43 children and adolescents with VI. Although comparisons with normative sample data showed no significant differences at the group level, individual analysis revealed a wide range of profiles, with a substantial proportion of children scoring well below or well above the
average. According to parent-reported scores, students with mild VI had significantly higher SESs than those with moderate VI to blindness, particularly in the domains of social awareness and relationship skills. In addition, higher SES scores were reported for older participants, girls, and those involved in inclusion-based activities. These results highlight the importance of detailed
evaluation across different domains of SESs to guide individualized teaching and suggest the use of the SSIS-SEL RFs as part of a comprehensive assessment approach.
- Faculty
- Faculté des sciences de l'éducation et de la formation
- Department
- Département de pédagogie spécialisée
- Language
-
- English
- License
-
CC BY
- Open access status
- hybrid
- Identifiers
-
- DOI 10.1177/02646196251360201
- ISSN 0264-6196
- Persistent URL
- https://folia.unifr.ch/unifr/documents/334789
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