DIGITAL LIBRARY
POSSIBILITIES OF APPLICATION OF INQUIRY-BASED LEARNING WHEN DEVELOPING THE THINKING OF PUPILS WITH MILD INTELLECTUAL DISABILITY AND BEHAVIOUR DISORDERS – COMPARATIVE RESEARCH
1 Palacký University (CZECH REPUBLIC)
2 Ondokuz Mayis University, Faculty of Education (TURKEY)
3 Mahasarakham University, Faculty of Education (THAILAND)
4 Matej Bel University (SLOVAKIA)
About this paper:
Appears in: INTED2016 Proceedings
Publication year: 2016
Pages: 8492-8499
ISBN: 978-84-608-5617-7
ISSN: 2340-1079
doi: 10.21125/inted.2016.0098
Conference name: 10th International Technology, Education and Development Conference
Dates: 7-9 March, 2016
Location: Valencia, Spain
Abstract:
The inclusion of pupils into schools of the main educational stream is emphasized at the international level. Recently, this trend is more strongly applied in post-communist countries, where the now-criticized approaches (based on the exclusion of pupils with mild intellectual disability and behaviour disorders – e.g. ADHD – and their inclusion into special schools) persisted for a long time. Currently, the discussion on appropriate educational approaches which should be applied is now under development. Contemporary tendencies emphasize principles of so-called inquiry-based learning (IBL).

This is the reason why the authors of this article compare published research conclusions at the international level. A number of them bring findings that the application of IBL influence positively the pupils with mild intellectual disability and behaviour disorders. However, there are also some researches that do not prove this finding. Based on the comparison, the authors conclude that the application of IBL positively contributes to the development of thinking of pupils with mild intellectual disability and behaviour disorders (ADHD).
Keywords:
Intellectual disability, inquiry-based learning, ADHD, education.