Theory of mind development in school environment: A case of children with mild intellectual disability learning in inclusive and special education classrooms

This longitudinal study examines the extent to which a school classroom (inclusive vs. special education) is meaningful for theory of mind (ToM) development among children with mild intellectual disability.The participant group consisted of 166 primary school-aged children (M = 8.1, SD = 0.99), 79 of whom attended inclusive classrooms; the remaining 87 were in special education classrooms.Although all children developed ToM over time, children's...