Special Education Teachers’ Practices and Perceptions Regarding the Creation of a Developmental Environment that Supports the Correction of the Cognitive Activity of Children with Intellectual Disability
Special Education Teachers’ Practices and Perceptions Regarding the Creation of a Developmental Environment that Supports the Correction of the Cognitive Activity of Children with Intellectual Disability

Summary/Abstract: Teaching children with intellectual disability is a particularly challenging task because of their limitations in intellectual functioning and adaptive behavior. Their learning characteristics demand specific curriculum content and instructional strategies. Furthermore, although a carefully designed and positive learning environment is beneficial for all students, it is more important for their education. Therefore, their teachers should create the appropriate physical, psychosocial and pedagogical environment which can promote their cognitive activity and the full development of their strengths. In order to investigate how everyday school life teachers, perceive and try to establish the optimal environment for their intellectually disabled students, a survey on special education teachers’ perceptions and practices has been conducted. The results have shown that the participants are well aware of the importance of all aspects of the appropriate learning environment for their students with intellectual disability and that they try to establish this environment in their everyday school life in order to enhance their cognitive activity.

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