Motoric abilities assessment of preschool-age children with intellectual disabilities

Abstract

Objective: The aims of this paper were detennining of discrepancy extensiveness in motoric functioning among children with intellectual disabilities and their peers of preschool age. After that, next objectives were detennining the area of motoric functioning in which the discrepancy is most pronounced, and identifying the differences in motoric functioning regarding sex and age. Method: The testing of the subjects using Educational test of motor functioning, a review of literature dealing with the subject of motoric functioning and knowledge systematization were the base on which this research was conducted on. SPSS was used for the data analysis. Results: The analysis oftest results indicate the presence of the largest discrepancy between children with intellectual disabilities and their peers with typical development in the area of balance, then gross motor skills. followed by coordination and eye-hand coordination, and in the end. in the area of fine motor skills. Regarding the age of the children, by using Pearson's correlations, deviations in the performing of certain tasks in the field of balance (One foot standing: r = -0,52, n = 30, p < 0,0 I ; Ankle pronation in om: foot standing: r = -0,37, n = 30, p < 0,05), and in the field of gross motor skills (Catching and tapping a ball: r = -0.44. n = 30, p < 0,05; Catching the ball carefully: r = -0.37. n = 30, p < 0,05) were found. Regarding the gender. differences exist in the specific tasks in the area of balance (Jumping: r = -0,38, n = 30, p < 0,05) and coordination (Climbing: r = -0,43, n = 30, p < 0,05), in which boys demonstrate better developed skills. Conclusions: Balance and Gross motor skills arc shown to be the areas of motorical functioning with a most pronounced discrepancy between intellectually disabled children and their preschool age peers.