In this study, the difference between fine motor skills and attention levels of children with mild intellectual disabilities (MID) who get education in inclusive classrooms and special education schools and the relationship between fine motor skills and attention levels were analysed. A total of 176 children with MID between the ages of 9–14, who get education in inclusive classrooms (n = 96) and special education schools (N = 80), participated in the study. Bruininks–Oseretsky Test of Motor Proficiency-Second Version (BOT-2) and Bourdon Attention Tests were applied as data tools. Fine Motor Precision (FMP), Fine Motor Integration (FMI) and Attention levels of the children in inclusive classrooms were higher than those who get education at special education schools (p < .05). In all parameters of the children of inclusive classrooms and special education schools (except the parameters of FMP-6: Folding Paper and FMI-8: Copying Overlapping Pencils), there was a positive correlation between attention and fine motor skill values (p < .05). The fact that children with MID get inclusive education with typically developing peers contributes more to these individuals in terms of fine motor skills and attention parameters. However, more extensive work is needed in this field.

在这项研究中，分析了在包容性课堂和特殊教育学校接受教育的轻度智力残疾 (MID) 儿童的精细运动技能和注意力水平之间的差异，以及精细运动技能和注意力水平之间的关系。共有 176 名年龄在 9-14 岁之间的 MID 儿童 参与了这项研究，他们在包容性课堂 ( n  = 96) 和特殊教育学校 ( N = 80) 接受教育。Bruininks–Oseretsky 运动能力测试-第二版 (BOT-2) 和 Bourdon 注意力测试用作数据工具。包容性班级儿童的精细运动精度（FMP）、精细运动整合（FMI）和注意力水平均高于在特殊教育学校接受教育的儿童（p< .05)。在全纳班和特殊教育学校儿童的所有参数中（FMP-6：折叠纸和FMI-8：复制重叠铅笔的参数除外），注意力与精细运动技能值呈正相关（p < . 05). 患有 MID 的儿童与发育正常的同龄人一起接受包容性教育这一事实，在精细运动技能和注意力参数方面对这些人的贡献更大。然而，该领域还需要更广泛的工作。