Social Proficiency of Down Syndrome People in Today’s Era

Genc Kabili, Rustem Celami, Diamantis Daphnis, Drini Dobi


The point of view of children with Down syndrome in respect of socially competency/proficiency has not been supported by empirical data. Conversely, the emerging evidence indicates that beginning in infancy and throughout the lifespan, individuals with DS show difficulties interpreting social and emotional cues, communicating about social and emotional experiences, understanding mental states such as desires and beliefs in self and others; and, regulating and acting on cognitions and emotions in an adaptive way during peer interactions. These developmental skills are considered key components of social competence and may be implicated in the challenges that individuals with DS often face with regard to social adaptation regardless of their IQ status. In particular, difficulties in social competence may be linked to several adjustment problems observed among individuals with DS later in life, including the areas of self-identity development, peer relationships, and mental health. This paper will focus on social competence in individuals with Down syndrome and the developmental implications of social ability across the lifespan.

Keywords: Children, Down syndrome, social competency, mental state

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ISSN (Paper)2224-7181 ISSN (Online)2225-062X

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