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ERIC Number: EJ1223875
Record Type: Journal
Publication Date: 2019-Sep
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1360-2322
Theory of Mind Development in School Environment: A Case of Children with Mild Intellectual Disability Learning in Inclusive and Special Education Classrooms
Smogorzewska, Joanna; Szumski, Grzegorz; Grygiel, Pawel
Journal of Applied Research in Intellectual Disabilities, v32 n5 p1241-1254 Sep 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 attended inclusive classrooms; the remaining 87 were in special education classrooms. Results: Although all children developed ToM over time, children's learning of ToM in inclusive classrooms was significantly greater than that seen in special classrooms. The difference remained significant after controlling for age. The present authors have compared children's individual and family characteristics, but there were almost no differences between groups. Conclusions: The present authors discuss the results in the light of their importance for children's cognitive and social development. The implications for children's education are also considered.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A