Fine Motor Skills and Attention Level of Individuals with Mild Intellectual Disability Getting Education in Inclusive Classrooms and Special Education Schools

Autor/in	Top, Elif
Titel	Fine Motor Skills and Attention Level of Individuals with Mild Intellectual Disability Getting Education in Inclusive Classrooms and Special Education Schools
Quelle	In: International Journal of Developmental Disabilities, 69 (2023) 2, S.248-255 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2047-3869
DOI	10.1080/20473869.2021.1953940
Schlagwörter	Psychomotor Skills; Motor Development; Attention; Mild Intellectual Disability; Inclusion; Special Education; Mainstreaming; Correlation; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Psychomotorische Aktivität; Motorische Entwicklung; Aufmerksamkeit; Inklusion; Special needs education; Sonderpädagogik; Sonderschulwesen; Korrelation; Ausland; Türkei
Abstract	In this study, the difference between fine motor skills and attention levels of children with mild intellectual disabilities (MID) who get education in inclusive classrooms and special education schools and the relationship between fine motor skills and attention levels were analysed. A total of 176 children with MID between the ages of 9-14, who get education in inclusive classrooms (n = 96) and special education schools (N = 80), participated in the study. Bruininks-Oseretsky Test of Motor Proficiency-Second Version (BOT-2) and Bourdon Attention Tests were applied as data tools. Fine Motor Precision (FMP), Fine Motor Integration (FMI) and Attention levels of the children in inclusive classrooms were higher than those who get education at special education schools (p < 0.05). In all parameters of the children of inclusive classrooms and special education schools (except the parameters of FMP-6: Folding Paper and FMI-8: Copying Overlapping Pencils), there was a positive correlation between attention and fine motor skill values (p < 0.05). The fact that children with MID get inclusive education with typically developing peers contributes more to these individuals in terms of fine motor skills and attention parameters. However, more extensive work is needed in this field. (As Provided).
Anmerkungen	Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01