ASSESSMENT OF BALANCE IN YOUNGER SCHOOL AGE CHILDREN WITH INTELLECTUAL DISABILITY

Abstract

In children, balance develops in everyday activities through play and exercise. It is essential for learning, and participation in educational work and physical activities. The aim of the study was to evaluate the balance abilities of younger children with typical development and children with moderate intellectual disability. The survey was conducted on a sample of 38 male children (23 with typical development and 15 with moderate intellectual disability). To assess the balance we used Bruininks - Oseretsky Test of Motor Proficiency, 2nd edition - BOT 2 (Bruininks & Bruininks, 2005), subtest 5. Results show that total average achievement of children with typical development at all the tasks was 31.07, and 11.34 for children with intellectual disability. Statistically significant difference was achieved on 6 of 9 tasks (p <0.05). Compared to the norms, children with typical development are within the average, while respondents with moderate intellectual disabilities are below average on balance test. Obtained results of this study, can be used as a basis for further research in the field of (special) education and rehabilitation. They can be used to create programs of preventive and corrective work in order to support and assist students in school activities, also.