Assessment of balance in younger school age children with intellectual disability

Abstract

In children, balance develops in everyday activities through play and exercise. It is essential for learning, and participation in educational work and physical activities. The aim of this study was to evaluate the balance abilities of younger children with typical development and children with moderate intellectual disability. The survey was conducted on a sample of 38 male children (23 with typical development and 15 with moderate intellectual disability). To assess the balance we used Bruininks-Oseretsky Test of Motor Proficiency, 2nd edition-BOT 2 (Bruininks & Bruininks, 2005), subtest 5. The results show that the total average achievement of children with typical development for all the tasks was 31.07, and 11.34 for children with intellectual disability. A statistically significant difference was achieved on 6 of the 9 tasks (p lt 0.05). Compared to the norms, children with typical development are within the average range, while participants with moderate intellectual disabilities are below average on a balance test. The obtained results of this study can be used as a basis for further research in the field of (special) education and rehabilitation. They can be used to create programs of preventive and corrective work in order to support and assist students in school activities as well.

Kod dece, balans se razvija u svakodnevnim aktivnostima kroz igru i vežbanje. Od suštinskog je značaja za učenje, i učešće u obrazovnom radu i fizičkim aktivnostima. Cilј ovog istraživanja je bio da se proceni balans kod dece mlađeg uzrasta tipičnog razvoja i kod dece sa umerenom intelektualnom ometenošću. Istraživanje je sprovedeno u novembru 2014. godine, na uzorku od 38 dečaka (23 tipičnog razvoja i 15 sa umerenom intelektualnom ometenošću). Za procenu balansa korišćen je Bruininks - Oseretski Test motoričkih sposobnosti, drugo izdanje - BOT 2 (Bruininks & Bruininks, 2005), i to subtest 5. Rezultati istraživanja su pokazali da je ukupno prosečno postignuće dece tipičnog razvoja na svim zadacima 31.07 poena, dok kod dece sa intelektualnom ometenošću iznosi 11.34. Statistički značajna razlika ostvarena je na 6 od 9 zadataka (p lt 0.05). U poređenju sa normama, deca tipičnog razvoja se nalaze bliže proseku, dok su ispitanici sa umerenom intelektualnom ometenošću ispod proseka na balans testu. Dobijeni rezultati ove studije, mogu se koristiti kao osnova za dalјa istraživanja u oblasti (specijalne) edukacije i rehabilitacije. Takođe, mogu se koristiti za kreiranje programa preventivnog i korektivnog rada u cilјu podrške i pomoći učenicima u školskim aktivnostima.