In this study we focus on the application of standardized tests aimed at evaluating the functional degree of independence in children (client 1, WeeFIM test; and client 2, FIM test) in special education diagnostics. The target group consisted of two clients with a diagnosis of mental functional diversity (n = 2; client 1: mild mental retardation, according to ICD-10: F70, aged 6.5 years; and client 2: moderate mental retardation, according to ICD-10: F71, aged 13.4 years). Special pedagogical intervention was primarily applied to the clients, focusing on identified deficits in the areas of cognitive, motor, and social skills. The presented results demonstrate the importance of the application of these tests in special pedagogy. An improvement in the observed indicators of the given tests was demonstrated for both probands after the intervention. The aim of this article was to draw attention to the suitability of using functional independence tests in special pedagogical practices. The authors discuss the further implications of this application for future practice.

Department of Primary and Pre Primary Education Faculty of Education Jan Evangelista Purkyně University in Ústí nad Labem 400 96 Ústí nad Labem Czech Republic

Department of Special and Social Education Faculty of Education Jan Evangelista Purkyně University in Ústí nad Labem 400 96 Ústí nad Labem Czech Republic

Research Centre Faculty of Health Studies Jan Evangelista Purkyně University in Ústí nad Labem 400 96 Ústí nad Labem Czech Republic

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