Comparison of Behavioral Problems and Skills of 7-12-Year-Old Students With a Physical/Motor Disability at Mainstream aewnd Special Schools
ObjectivesThis study aimed to compare the behavioral problems and abilities of 7-12-year-old students with a physical/motor disability at mainstream and special schools.
MethodsThe data in this comparative (cross sectional-analytic) study were collected using total population sampling, A sample of 247 students with a physical/motor disability including 153 students (67 females and 86 males) at special schools and 94 students (41 females and 53 males) at mainstream schools participated in this study. Data were collected using the Teacher and Parents versions of the childs Strengths and Difficulties Questionnaire (SDQ). Each version includes five aspects, namely, emotional symptoms, conduct problems, attention deficit / hyperactivity disorder, peer relationship problems for measuring behavioral problems and the Prosocial Behaviors Questionnaire for estimating behavioral skills. Data analysis was performed using non-parametric Man-Whitney U and Kruskal-Wallis tests.
ResultsStudents with a physical/motor disability studying at mainstream schools significantly differed from those studying at special schools in terms of behavioral problems (P
DiscussionOur data demonstrate that behavioral problems of students with a physical/motor disability are fewer in mainstream schools indicating stronger behavior skills than their peers in special schools. In view of our data, we recommend the possibility of integrating the education of special needs students at regular schools.
Iranian Rehabilitation Journal, Volume:16 Issue:35, 2018
91 - 102
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