Theory of mind abilities in children with Down syndrome and non-specific intellectual disabilities: An empirical study with some educational implications

AbstractSeveral researchers explored the impact of cognition, language and social understanding on theory of mind abilities in typically developing (TD) children and children with intellectual disabilities (ID) (either ID of genetic origin or non-specific ID). The aim of the present study was to determine the specificity of the theory of mind deficit to different groups of children with ID. The results are in accordance with the developmental approach of similar structure hypothesis (Zigler, 1969). The findings are discussed in terms of the specificity of the etiology-related theory of mind profiles of ID groups, considering the educational and social inclusion practices