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Background/Aims Children with intellectual disability and dyslexia have poor academic and behavioural skills related to social participation, as well as poor motor skills compared to typically developing children. Most training programmes for these children focus on the academic and behavioural aspects of special education, overlooking musculoskeletal and motor development needs. The aim of this study was to investigate body posture and postural control in children with intellectual disability and dyslexia compared to typically developing children using technology-based assessments. Methods A total of 77 children (36 with dyslexia, 21 with intellectual disability and 20 typically developing children) took part in the study. The PostureScreen Mobile app was used to evaluate body posture and the Fizyosoft Balance System was used to assess postural control. Results Significant postural differences were observed in children with intellectual disability when compared to typically developing children. Head, shoulder and knee translations in the sagittal plane were significantly higher in children with intellectual disability than typically developing children. Centre of pressure velocities were significantly higher in children with dyslexia. Centre of pressure displacements showed non-significant differences in the children with dyslexia compared to the children with intellectual disability and typically developing children. Conclusions The present study found that children with dyslexia had poor postural control and children with intellectual disability had poor quality of posture compared to typically developing children. The authors believe that motor and physical assessments with objective outcome measurements should be conducted for children with dyslexia and intellectual disability to help improve their motor development.

Çalışmanın amacı özel gereksinimli kardeşi olan ve olmayan ilköğretim öğrencilerinin okul yaşam kalitesi ve okula aidiyet duygusunu karşılaştırmaktır. Çalışmaya 8-15 yaş aralığında 36 özel gereksinimli kardeşi olan ve 36 olmayan toplam 72 birey dahil edildi. Okul yaşam kalitesini ölçmek için, Okul Yaşam Kalitesi Ölçeği, okula aidiyet duygusunu ölçmek için Okula Aidiyet Duygusu Ölçeği kullanıldı. Veriler SPSS 22.0 programı kullanılarak yorumlandı. Özel gereksinimli kardeşi olan ve olmayan iki grup arasında okul yaşam kalitesi bakımından anlamlı fark bulundu. Engelli bireylerin kardeşlerinin yaşam kalitesi ve okula aidiyet duygusu açısından müdahaleye ihtiyacı olduğu düşünülmektedir. Konuyla alakalı daha fazla sayıda bilimsel araştırmaya ihtiyaç duyulmaktadır.