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This paper treats the attention and behavioral problems of the children with intellectual disabilities in their situation of education. The sample was formed of 124 children with mild intellectual disabilities, both gender distributions, calendar age from 8 do 13,5 years who are attending elementary schools in Belgrade. We implemented the IOWA Conners Rating Scale for teachers in the identification of the frequency of emotional and social disabilities in tested sample. Luria-Nebrasca battery for children was implemented for testing the abilities of reading and matching. The results of research indicate the presence of different kind and types of behavioral disorders in the tested sample and their relationship with school achievement. The conclusion is based upon the state about the necessity of implementation of the multimodal oriented approach to this various kind of behavioral and school problems. U radu je tretiran problem bihevioralnog funkcionisanja i pažnje dece sa lakom intelektualnom ometenošću u uslovima edukacije. Obuvaćena su 124 ispitanika sa lakom intelektualnom ometenošću, oba pola, kalendarskog uzrasta od 8 do 13,5 godina, koji pohađaju osnovne škole u Beogradu. Za procenu ponašanja primenjena je IOWA Conners skala procene ponašanja za učitelje koja daje uvid u najfrekventnije i najučestalije tipove bihevioralnih smetnji i smetnji pažnje kod dece sa različitom intelektualnom ometenošću. Takođe su procenjene školske sposobnosti čitanja i matematičkog mišljenja baterijom Lurija-Nebraska za decu. Rezultatima je ukazano na prisustvo različitih tipova socijalnih i emocionalnih smetnji i školskih poremećaja koji zahtevaju primenu multimodalno orijentisanog pristupa tretmanu problema uočenih u ovoj populaciji.

This paper treats the problem of the socio-emotional functioning of the children with intellectual disabilities in their standard situation of education. The sample was formed of 124 children with mild intellectual disabilities, both gender distributions, calendar age from 8 to 13, 5 years who are attending elementary schools in Belgrade. We implemented the Conners Rating Scale (Conners, K.,1997) for identification the frequency of emotional and social disabilities in tested sample. The results of research indicate the presence of different kind and types of behavioral disorders in the tested sample and their relationship with school achievement. The conclusion is based upon the state about the necessity of implementation the multimodal oriented approach to this various kind of behavioral problems. U radu je tretiran problem socijalnog i emocionalnog funkcionisanja dece sa lakom intelektualnom ometenošću u uslovima njihove standardne situacije edukacije. Obuhvaćena su 124 ispitanika sa lakom intelektualnom ometenošću, oba pola, kalendarskog uzrasta od 8 do 13,5 godina osnovnih škola u Beogradu. Za procenu ponašanja primenjena je Conners skala procene ponašanja (Conners, K., 1969, 1999) koja daje uvid u najfrekventnije i najučestalije tipove emocionalnih i bihevioralnih smetnji kod dece sa različitim razvojnim smetnjama. Rezultatima je ukazano na prisustvo različitih tipova socijalno-emocionalnih smetnji i poremećaja koji zahtevaju primenu multimodalno orijentisanog pristupa kao osnove tretmana uočenih problema u ovoj populaciji.

U radu je tretiran problem socijalnog i emocionalnog funkcionisanja dece sa lakom intelektualnom ometenošću u uslovima njihove standardne situacije edukacije. Obuvaćena su 124 ispitanika sa lakom intelektualnom ometenošću, oba pola, kalendarskog uzrasta od 8 do 13,5 godina osnovnih škola u Beogradu. Za procenu ponašanja primenjena je Conners skala procene ponašanja (Conners, K., 1969, 1999) koja daje uvid u najfrekventnije i najučestalije tipove emocionalnih i bihevioralnih smetnji kod dece sa različitim razvojnim smetnjama. Rezultatima je ukazano na prisustvo različitih tipova sociojalno-emocionalnih smetnji i poremećaja koji zahtevaju primenu multimodalno orijentisanog pristupa kao osnove tretmana uošenih problema u ovoj populaciji. In this study, it is treated the problem of social and emotional functioning of the children with a mild intellectual disability in conditions of their standard educational situation. 124 respondents are being covered, those with a mild intellectual disability of both sexes aging from 8 to 13.5 attending the primary schools in Belgrade. For the assessment of behavior, it has been applied the Conner’s behavior assessment scale (Conner’s, K, 1969, 1999), which offers a comprehension of the most frequent types of emotional and behavioral disturbances at children with different development disabilities. The results show the presence of various types of social and emotional disturbances and disabilities that need an application of a multimodal oriented approach as a basis for treatment and resolving of problems in this population.