Functional abilities of children with disabilities included in mainstream schools

Abstract

Including students with disabilities into mainstream school serves as a means of implementing human rights. However, simply being included does not guarantee high participation in structured activities. Individual participation in different school activities depends of the functional abilities of each student. Self-efficacy refers to belief in ones capabilities to carry out the courses of action needed for desired goals, considering students with disabilities self-efficacy beliefs may be critical determinants. Main goal of our research was to determinate the functional abilities of students with disabilities included in mainstream schools. The research included 64 examinees, students with different types of disabilities included in regular schools. All examinees were assessed using the school occupational therapy evaluation. Analyzes of the results indicates that the school functioning of the children with disabilities depends on the organization of the materials, noise in the class and the number of peers in the classroom. Мost of them need help with undressing and dressing when going to the toilet as well as toilet hygiene. Students with disabilities also have shown problems in spatial orientation in the school as well as finding different objects in the classroom. In order to succeed in school activities, students need to be able to regulate their behavior, exercise control over their learning, and manage their learning environment.