Department of Education, University of Warsaw, Warsaw, Poland.
Department of Philosophy, Jagiellonian University, Cracow, Poland.
J Appl Res Intellect Disabil. 2019 Sep;32(5):1241-1254. doi: 10.1111/jar.12616. Epub 2019 May 8.
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.
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.
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.
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.
本纵向研究考察了学校课堂（融合教育与特殊教育）对轻度智力障碍儿童心理理论（ToM）发展的意义。
参与者组由 166 名小学生（M=8.1，SD=0.99）组成，其中 79 人在融合教育课堂就读；其余 87 人在特殊教育课堂就读。
尽管所有儿童的心理理论都随时间发展，但融合教育课堂中的儿童的心理理论学习明显优于特殊教育课堂。在控制年龄后，差异仍然显著。本研究作者比较了儿童的个体和家庭特征，但两组之间几乎没有差异。
本研究作者根据这些结果对儿童的认知和社会发展的重要性进行了讨论。还考虑了这些结果对儿童教育的意义。
