Sociálna opora ako faktor školskej úspešnosti žiakov s vývinovými poruchami učenia na základnej škole
Social support as a factor of school success of students with learning disabilities in primary school

Summary/Abstract: The paper deals with the issue of school success of students with learning disabilities in primary school and its connection with social support. Theoretical background clarifies developmental learning disorders, school success, its factors, social support and its sources. The aim of the presented research was to find out the importance of sources of social support for pupils with developmental learning disabilities in primary school and their satisfaction with the support provided. Subsequently, part of the goal was to assess the correlation of satisfaction with social support and school success. The secondary objective was to determine the perception of the inclusion of students with developmental learning disabilities in the integration into the school classroom, through the classroom climate. A total of 275 students (150 girls and 125 boys) took part in the research, of which 36 were students with developmental learning disabilities and 239 intact students. The age of students ranged from 9 to 12 years. No differences in the importance of resources have been identified, but differences in satisfaction with social support have already been demonstrated. The connection between school success and social support for students with developmental learning disabilities has also been demonstrated. The perception of the overall class climate was the same for both groups of respondents.

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