ORIGINAL ARTICLE
Theory of mind development in school environment: A case of children with mild intellectual disability learning in inclusive and special education classrooms
Joanna Smogorzewska,
Grzegorz Szumski,
Paweł Grygiel,
Corresponding Author
Joanna Smogorzewska
Department of Education, University of Warsaw, Warsaw, Poland
Correspondence
Joanna Smogorzewska, Department of Education, University of Warsaw, Mokotowska 16/20 st., Warsaw 00-561, Poland.
Email: [email protected]
Search for more papers by this authorGrzegorz Szumski
Department of Education, University of Warsaw, Warsaw, Poland
Search for more papers by this authorPaweł Grygiel
Department of Philosophy, Jagiellonian University, Cracow, Poland
Search for more papers by this authorJoanna Smogorzewska,
Grzegorz Szumski,
Paweł Grygiel,
Corresponding Author
Joanna Smogorzewska
Department of Education, University of Warsaw, Warsaw, Poland
Correspondence
Joanna Smogorzewska, Department of Education, University of Warsaw, Mokotowska 16/20 st., Warsaw 00-561, Poland.
Email: [email protected]
Search for more papers by this authorGrzegorz Szumski
Department of Education, University of Warsaw, Warsaw, Poland
Search for more papers by this authorPaweł Grygiel
Department of Philosophy, Jagiellonian University, Cracow, Poland
Search for more papers by this authorAbstract
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.
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