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Objectives The aim of this study is to determine the connection of gross motor skills (locomotor skills and object control) and the degree of associated intellectual disability (ID) in children with cerebral palsy (CP). Participants and methods The study sample included 54 children with CP and associated ID age 5 years to 6 years and 11 months. For the assessment of tested skills, The Gross Motor Function Classification System-Expanded and Revised (GMFCS-E&R), Wechsler Preschool and Primary Scale of Intelligence-Fourth Edition (WPPSI-IV) and Test of Gross Motor Development Second Edition (TGMD-2) were used. Results The results of this study indicate better quality of locomotor skills than object control skills in children with CP and associated ID. Children with CP and mild ID have better quality of locomotor skills and object control, than children with CP and moderate ID. Differences between these 2 groups of children are presented relative to GMFCS-E&R levels. Conclusion This study has determined significant interconnection of the quality of gross motor functions and intellectual capacity in preschool children with CP. This should be considered when creating more detailed individual developmental rehabilitation plan in children with CP and associated ID and predict adequate measures of developmental stimulation.

The paper discusses areas of behavioral functioning of children with intellectual disability, such as behavior with or without hyperactivity. The study covered 124 children with intellectual disability attending elementary schools in Belgrade. The Conners Rating Scale was used, and the areas of behavior in the classroom, participation in the group and attitude towards authority were covered. The results of our study suggest the presence of disorders in behavior and social-emotional functioning ranging from 11.2 to 40.4%. We have highlighted the importance of the use of multimodal approach and method of reeducation of psychomotor activity in rehabilitation of the studied children.

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In getting to know the nature of children's creative expression, we talk ever less about teaching creativity and more about the ways of stimulating, and the conditions that ought to be provided for creativity to be manifested. The aim of this work is to determine the difference in creative abilities of children with mild intellectual disability (MID) before and after visual prompting in the process of creating an art drawing. Creativity was assessed on a sample of 69 subjects, using the Test for creative thinking measured by drawing, and a drawing on the topic of "Peculiar flower", designed specifically for the purpose of this research. After a detailed explanation, the children engaged in working on a drawing on the given topic, with no previous encouragement. After some time the children were prompted using various examples from their visual surroundings, after which they were told to make a drawing and be as creative as possible. Comparing the results obtained before and after prompting, we point out the importance of visual incentive for the expression of children's creativity on all aspects of the flower drawing (color, shape, proportion and spatial distribution), as well as on certain aspects of Urban-Jellen test (completion, humor, material manipulation and non-stereotypical use of elements). Based on the results obtained in this research, we stress the importance of forming sensibility towards characteristics of objects and traits of the environment that can be perceived by eyesight, which would account for a good postulation for encouraging creative expression in the visual domain.