The emotional attitude of children with mental retardation to study at school

The paper presents an empirical study of emotional attitude to school among children with mild mental retardation in different age groups in comparison with the mentally developed students. To achieve the objectives of the research, the authors apply the techniques of Our School by O.E. Shapovalova and What do I like about School by N.G. Luskanova. The results of the study allow us to establish the common and specific features of the emotional attitude towards school among the mentally retarded students compared with the mentally developed children. The handicapped students are divided into four groups according to their attitude to study at school. It is concluded that the general emotional attitude of the retarded students towards school is improved; the interest in the learning process and materials and certain subjects is increased. There is a decline in a number of handicapped students with a negative attitude towards school.