Effects of attention on general information achievement in children of the typical population and children with developmental disabilities

The emergence of special methods of educational work, stimulated by the effects of predictors of attention during the preschool period, showed a significant impact of cocoa on children of the typical population, as well as on children with developmental disabilities. The level of predictors of attention and achievements on the test of general information is a special subject of this research. This research aims to evaluate the influence of the predictor level (attention) on academic achievements on the general information test in children of the typical population and children with developmental disabilities. The research sample consists of two hundred children of the typical population from the educational group and thirty children with developmental disabilities from the developmental group, aged from 5.5 to 6.5 years. During the testing of children from the typical population, a group of thirty children with developmental disabilities was selected. In the following work, we named the resulting group of children the educational group of children with developmental disabilities. The research used a revised version of the Peabody Individual Achievement Test (Peabody Individual Achievement Test-Revised), for assessing individual achievements, which enables the assessment of general information. The following tests were used to assess attention: Range of numbers and Range of colors. Testing was conducted during September and October 2019. It was concluded that in children of the typical population, the level of attention significantly affects academic achievements in the field of general information, as well as in children from the developmental group, while in children with developmental disabilities in the educational group, this is not the case. This conclusion points to the need for greater engagement and the inclusion of necessary exercises to stimulate the development of attention in children in educational groups, all with the aim of more successful inclusion.