Intellectual disability, attention and behavior: Pedagogical considerations of the problem

Abstract

This paper treats the attention and behavioral problems of the children with intellectual disabilities in their situation of education. The sample was formed of 124 children with mild intellectual disabilities, both gender distributions, calendar age from 8 do 13,5 years who are attending elementary schools in Belgrade. We implemented the IOWA Conners Rating Scale for teachers in the identification of the frequency of emotional and social disabilities in tested sample. Luria-Nebrasca battery for children was implemented for testing the abilities of reading and matching. The results of research indicate the presence of different kind and types of behavioral disorders in the tested sample and their relationship with school achievement. The conclusion is based upon the state about the necessity of implementation of the multimodal oriented approach to this various kind of behavioral and school problems.

U radu je tretiran problem bihevioralnog funkcionisanja i pažnje dece sa lakom intelektualnom ometenošću u uslovima edukacije. Obuvaćena su 124 ispitanika sa lakom intelektualnom ometenošću, oba pola, kalendarskog uzrasta od 8 do 13,5 godina, koji pohađaju osnovne škole u Beogradu. Za procenu ponašanja primenjena je IOWA Conners skala procene ponašanja za učitelje koja daje uvid u najfrekventnije i najučestalije tipove bihevioralnih smetnji i smetnji pažnje kod dece sa različitom intelektualnom ometenošću. Takođe su procenjene školske sposobnosti čitanja i matematičkog mišljenja baterijom Lurija-Nebraska za decu. Rezultatima je ukazano na prisustvo različitih tipova socijalnih i emocionalnih smetnji i školskih poremećaja koji zahtevaju primenu multimodalno orijentisanog pristupa tretmanu problema uočenih u ovoj populaciji.