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Smogorzewska, Joanna; Szumski, Grzegorz; Grygiel, Pawel – Journal of Applied Research in Intellectual Disabilities, 2019
Background: This longitudinal study examines the extent to which a school classroom (inclusive vs. special education) is meaningful for theory of mind (ToM) development among children with mild intellectual disability. Materials and Methods: The participant group consisted of 166 primary school-aged children (M = 8.1, SD = 0.99), 79 of whom…
Descriptors: Theory of Mind, Elementary School Students, Students with Disabilities, Mild Intellectual Disability