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Longitudinal study of mental abilities in teaching primary school students with intellectual disabilities

Published online by Cambridge University Press:  26 August 2025

Y. Sidneva ,
A. Zakrepina ,
T. Butusova  and
L. Pronina
Y. Sidneva*
Affiliation:
rehabilitation, Clinical and Research Institute of Emergency Pediatric Surgery and Traumatology (CIEPST) neuropsychiatry, National Medical Research Center of Neurosurgery named after N.N. Burdenko
A. Zakrepina
Affiliation:
rehabilitation, Clinical and Research Institute of Emergency Pediatric Surgery and Traumatology (CIEPST) defectology, Federal State Budgetary Scientific Institution Institute of Correctional Pedagogics /FGBNU ICP, Moscow, Russian Federation
T. Butusova
Affiliation:
defectology, Federal State Budgetary Scientific Institution Institute of Correctional Pedagogics /FGBNU ICP, Moscow, Russian Federation
L. Pronina
Affiliation:
defectology, Federal State Budgetary Scientific Institution Institute of Correctional Pedagogics /FGBNU ICP, Moscow, Russian Federation
*
*Corresponding author.

Abstract

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Introduction

The results of achievements in mastering the program material of students of a special school by the end of the fourth year of study are characterized by a large variability in training, which allows us to assert the need to develop and apply special teaching techniques and methods, harmonize the academic workload

Objectives

to study the mental capabilities and identify learning difficulties of fourth-grade students with mental disabilities in elementary school by the end of study

Methods

Two samples of fourth-graders (132 students) were identified: Group 1 - 100 students with mild mental retardation, Group 2 - 32 students with severe intellectual disabilities. Methods: observation, pedagogical experiment, cluster analysis

Results

Clustering criteria: volume and level of assimilation of program material in academic subjects; achievement of subject and personal results.

In group 1 (75%), 3 clusters were identified by academic performance in the main academic subjects, which are uniform in terms of the variability of dynamics, which indicates the homogeneity of the group of students; however, the groups differ in the level of achievement of subject and personal results (sufficient, average, minimal).

In group 2 (25%), 3 clusters were also identified, which are variable, but do not duplicate each other, and have an individual spread of indicators in the dynamics of subject and personal results within each cluster, which indicates the heterogeneity of the group of students in each cluster

Conclusions

three levels of dynamics in the education of students with varying degrees of mental retardation were identified. The range in the variations of the results of the 2nd group of students with severe intellectual disabilities indicates the need for individualization of education, selection of partial programs taking into account the special educational needs of each student, and the development of special personalized approaches to education. Apparently, it is also necessary to select the optimal amount of academic workload and the level of complexity of the material studied, compliance with health-saving technologies in accordance with the individual psychological characteristics of the student

Disclosure of Interest

None Declared

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Abstract
Information
European Psychiatry , Volume 68 , Special Issue S1: Abstracts of the 33rd European Congress of Psychiatry , April 2025 , pp. S579
Creative Commons
Creative Common License - CCCreative Common License - BY
This is an Open Access article, distributed under the terms of the Creative Commons Attribution licence (https://creativecommons.org/licenses/by/4.0/), which permits unrestricted re-use, distribution, and reproduction in any medium, provided the original work is properly cited.
Copyright
© The Author(s), 2025. Published by Cambridge University Press on behalf of European Psychiatric Association
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