Sutrikusio intelekto moksleivių socialinio supratingumo ir ugdymo formos ryšys
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The work compares social comprehension of children with mild mental retardation, learning at mainstream and special educational institutions. The question is raised, what educational environment and form (mainstream or special boarding school) is more favorable for development of social comprehension of pupils with mental retardation. The analysis of four subtests of Wechsler (WISC-R) intelligence test has been carried out: „ Similarities" and ,,Block design" subtests- for evaluation of abstract comparative thinking; "Comprehension" and .Picture arrangement" subtests- for evaluation of social comprehension. The data has been processed using descriptive statistical methods (the analysis of graphics, parametric t-test, non-parametric Mann- Whitney test, Pearson correlation coefficient). 90 pupils with mild mental retardation participated in the research, 40 of them learned at mainstream schools and 50- at special boarding schools. The sample was made up of 39 girls and 51 boys. The results of the research testifies that the education of children with mild mental retardation together with their counterparts provides not worse conditions for the development of their abstract thinking and particularly positively influences their social comprehension and competence.
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