The Relationship Between Visual–Motor Integration and Learning Difficulties:Evidence from Primary School Students with Special Educational Needs

Authors

  • Bayasgalan Erdenebaatar Mongolian National University of Education Author
  • Tuya Balchindorj Mongolian National University of Education Author
  • Baigalmaa Chuluunbaatar Mongolian National University of Education Author

DOI:

https://doi.org/10.65168/bs.226-14

Keywords:

Visual–Motor Integration, Learning Difficulties, Influencing Factors

Abstract

It is essential to identify students’ diverse needs and provide timely, appropriate support. Visual–motor integration plays an important role in children’s learning, and weaknesses in this ability may contribute to learning difficulties. This study examined visual–motor integration among primary school students with diverse needs in relation to cognitive indicators and emotional states. For a small number of students, the findings were also compared with information from parents, caregivers, and teachers using an ICF-based questionnaire.
Recall drawing performance was significantly and positively associated with attention and short-term visual memory, suggesting the importance of attending to, retaining, and recalling visual information. In contrast, copy drawing performance was not significantly associated with these cognitive indicators.
 Recall drawing performance also differed according to emotional state. Parent and teacher observations were consistent with children’s cognitive assessment results on some indicators but differed on others. These findings highlight the importance of using multiple sources of information, rather than a single assessment, to identify children’s learning needs.

Author Biographies

  • Bayasgalan Erdenebaatar, Mongolian National University of Education

    Боловсролын судалгааны үндэсний хүрээлэнгийн Хүний хөгжлийн судалгааны секторын эрдэм шинжилгээний ажилтан. МУБИС, БОСС, Сэтгэл судлалын тэнхмийн докторант. Судалгааны чиглэл- ялгаатай хэрэгцээтэй хүүхдийн хөгжил, когнитив сэтгэл судлал, сургуулийн уур амьсгал, тэгш хамруулан сургах боловсрол. 

  • Tuya Balchindorj, Mongolian National University of Education

    Монгол Улсын Боловсролын Их Сургуулийн Боловсрол судлалын сургуулийн Сэтгэл судлалын тэнхимийн доктор (Ph.D), профессор, багш. Судалгааны чиглэл – хүүхдийн хөгжил, хөгжлийн сэтгэл судлал, хүүхдийн хөгжлийн үнэлгээ, хөгжлийн бэрхшээлийн эрт илрүүлэг, дэмжлэг.

  • Baigalmaa Chuluunbaatar, Mongolian National University of Education

    Монгол Улсын Боловсролын Их Сургуулийн Боловсрол судлалын сургуулийн Тусгай хэрэгцээт боловсролын тэнхимийн эрхлэгч, дэд профессор. Үндсэн мэргэжил – хүний их эмч, багш. Судалгааны чиглэл – тусгай хэрэгцээт боловсрол, хөгжлийн бэрхшээлтэй хүүхдийн хөгжил, үнэлгээ, тэгш хамруулан сургах боловсрол. 

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Published

2026-10-23

Issue

Vol. 226 No. 8 (2026): Educational Research

Section

Articles