Pupis with Learning Disabilities and Thbir Social Integration

The results of our empirical research clearly show that the social, emotional, and motivational integration of pupils with learning disabilities who attend regular primary schools is lower in comparison to that of the pupils from schools with special education programs. The achievements of pupils with learning disabilities in regular primary schools were also lower, whereas the structure of perceptual-motor and cognitive abilities was better than that of pupils from the schools with special education programs. The poor or even €ritical social and emotional state of the pupils with learning disabilities attending regular primary schools signals that integration requires the establishment of the least restrictive environment. Therefore, it is necessary for professionals, researchers, and theoreticians to systematically follow and scrutinize the impact of integration models on pupils with learning disabilities and to take Slovene research results into consideration.