Many researches prove that the success of learning at school decides the intellectual able. The intellectual estimation and determination must be based by parameters of systematic research and estimation. To foresee these directions of training, content and ways it is important the analysis of intellect reasons and intellect structure. The are not enough psychological and pedagogical works where would be the experimentally based connection of slight intellectual disorder and limited intellect. The object of this research is the training peculiarity, looking at the structure of the intellect. The aim of the research is to estimate limited and slight intellectual disorder content specify after the made comparative analysis of the disorder having schoolchildren training, the quantitative and qualitative their structure characteristic. The main tasks of the research are: to analyse the similarity and differences limited and slight intellectual disorder structure and to discover the training peculiarity of schoolchildren with the intellectual disorder. There were used these methods of the research: the analysis of schoolchildren anamnesis data, the talk to pedagogues, the analysis of D. Wechsler intellectual test (WISC – III)LT . The data were treated by SPSS 11.0 version, the parametrical T test (T - Test) and not parametrical Mann – Whitney test. At the research were pedagogues (lithuanian and mathematics teachers, special pedagogues and class teachers) working at diferent... [to full text]

The Structure-of-Intellect - Learning Abilities Test (SOI-LA) (Meeker, 1975) has an enthusiastic following in the USA, but is little-known in Australia. It is based on the Structure-of-Intellect model of J P Guilford, and through a series of up to 26 subtests, purports to identify 14 general learning abilities. Forms are designed to cater for students from Kindergarten to adult. In NSW, classroom teachers can have support for students with learning difficulties through the Support Teacher program; this support often falls far short of need, as there is a paucity of time and material resources. There is a need for a tool which can identify areas of both strength and weakness efficiently and suggest effective strategies to cater for the identified weaknesses; the Meeker paradigm is purported to address this need with a diagnostic approach which identifies learning disabilities which underlie and serve to maintain school-based learning difficulties, and prescribes materials and approaches for remediation. This study explores the first part of the Meeker paradigm, the diagnostic approach of the Structure-of-Intellect - Learning Abilities Test. This exploration is undertaken in the context of four rural Support Teachers and their student with learning difficulties from Grades 2-6. Rather than consider questions of the Test's validity, this study was designed to explore the Test's utility in the Support Teacher context, by giving the Support Teachers a working knowledge of the concepts of SOI-LA, and to compare the application of their knowledge with the information about their students' learning disabilities from the Test results. Problems are evident with the Support Teachers' knowledge and understanding of their students' disabilities; whist they felt comfortable about the approach which the Test takes, they felt they did not know their students well enough to make informed judgements about their disabilities. It was apparent from the study that the Support Teachers' understanding of the concepts of the Test was comparatively superficial, despite their impression that they did understand well. Several difficulties with the instrument itself are highlighted by this study; the assumptions underlying the derivation of the general ability scores are questioned, and the suitability of Test Forms for a learning disabled population of this age is open to criticism. The Structure-of-Intellect - Learning Abilities Test may have utility as an instrument for gaining information about a student's disability on an individual basis, and may be best in the hands of the School Counsellor.