Wyznaczniki interpretacji szkolnych sytuacji trudnych młodzieży z lekką niepełnosprawnością intelektualną – w świetle studium przypadku
Determinants of the interpretation of difficult school situations of young people with mild intellectual disabilities – in the light of a case study

Summary/Abstract: Objective: Effective coping with difficult school situations with peers requiresadequate social insight. Limited information processing capabilitiesby individuals with LNI (mild intellectual disability) may weaken the causal attribution process, especially in the context of stressful situations, which most often leadsto defensively placing the causal factor in the negative dispositions of the peer.The aim of this study is to examine the regulatory role of the determinants of the causal attribution process in individuals with mild intellectual disability proposedwithin the framework of Kelley's cube concept.Method: Using a qualitative phenomenological approach, case studies were analyzed.Results: Interviews with 12 students with LNI aged 18 to 24 showedthat low selectivity of the subject's negative behavior, with low consensus and commonness of this behavior, favors placing the causal factor in the attacker (negative subject). On the other hand, low coherence of negative peer behavior with the commonness of a given behavior in the group favors situational attribution of the event.Conclusion: A summary and discussion of the results and an indication of the limitations of the conducted research conclude this study.

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