The inclusion of children with developmental disabilities in the regular educational system is a process that is being developed and perfected. Accepting diversity and understanding the difference cannot be changed in a short time. It is an ongoing process, and it takes a lot of effort and time to achieve good results. When all actors of the inclusive process have similar views on inclusion, then we will be able to talk about acceptance, understanding and its successful implementation. Informing and educating students, teachers, and parents of children without disabilities is a good basis for developing inclusion and an inclusive society. Within the project "Educational - rehabilitation support for children with disabilities in inclusion", members of the Association for Support of Children with Developmental Disabilities "LALA" carried out workshops and lectures for students, parents and teachers. The goal of the project was to provide support to children with developmental disabilities, parents of children with developmental disabilities, as well as teachers in order to make the educational process as successful as possible for all actors of the inclusive process. After the workshops and lectures, we examined the views of parents of children with developmental disabilities and educators about inclusion and the challenges they most often face. The results of the research showed that both sides share the opinion that it is necessary to permanently work on information, education and communication between all actors of the inclusive process of upbringing and education with the aim of building an inclusive society.
{"title":"CHALLENGES OF INCLUSION FROM THE PERSPECTIVE OF PARENTS AND EDUCATIONAL WORKERS","authors":"Elvira Mujkanović","doi":"10.59519/mper5207","DOIUrl":"https://doi.org/10.59519/mper5207","url":null,"abstract":"The inclusion of children with developmental disabilities in the regular educational system is a process that is being developed and perfected. Accepting diversity and understanding the difference cannot be changed in a short time. It is an ongoing process, and it takes a lot of effort and time to achieve good results. When all actors of the inclusive process have similar views on inclusion, then we will be able to talk about acceptance, understanding and its successful implementation. Informing and educating students, teachers, and parents of children without disabilities is a good basis for developing inclusion and an inclusive society. Within the project \"Educational - rehabilitation support for children with disabilities in inclusion\", members of the Association for Support of Children with Developmental Disabilities \"LALA\" carried out workshops and lectures for students, parents and teachers. The goal of the project was to provide support to children with developmental disabilities, parents of children with developmental disabilities, as well as teachers in order to make the educational process as successful as possible for all actors of the inclusive process. After the workshops and lectures, we examined the views of parents of children with developmental disabilities and educators about inclusion and the challenges they most often face. The results of the research showed that both sides share the opinion that it is necessary to permanently work on information, education and communication between all actors of the inclusive process of upbringing and education with the aim of building an inclusive society.","PeriodicalId":170318,"journal":{"name":"Multidisciplinarni Pristupi u Edukaciji i Rehabilitaciji","volume":"415 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139177992","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Damira Vranešić Hadžimehmedović, Slavenko Likić, Inga Biščević
Athletic performance is affected by numerous factors such as genetic makeup, environmental factors, and psychological factors. The goal of the present study was to examine the effects of fine motor skills and BMI on athletic performance of college students. The sample for this study consisted of 31 students (mean age 19 years, SD- 1.1 year; 7 females, 24 males) recruited from the Faculty of Kinesiology at the University of Sarajevo. The students were given Purdue Pegboard test of motor skills and Test of Athletic performance consisting of 8 tests: sprint running, high/low start, relay running, hurdle racing, high jump, long jump, shot put, and javelin throw. We assessed the impact of their BMI and fine motor skills on the Athletic performance. The results revealed a statistically significant effect of fine motor skills and BMI on Athletic performance. More specifically, these two factors explained around 30% of the variance in Athletic performance. These findings could be beneficial for designing more effective training programs that not only focus on general physical fitness but also consider the role of fine motor skills and body composition in improving overall athletic performance.
{"title":"FINE MOTOR SKILLS AND BMI ARE GOOD PREDICTORS OF ATHLETIC PERFORMANCE IN COLLEGE STUDENTS","authors":"Damira Vranešić Hadžimehmedović, Slavenko Likić, Inga Biščević","doi":"10.59519/mper5208","DOIUrl":"https://doi.org/10.59519/mper5208","url":null,"abstract":"Athletic performance is affected by numerous factors such as genetic makeup, environmental factors, and psychological factors. The goal of the present study was to examine the effects of fine motor skills and BMI on athletic performance of college students. The sample for this study consisted of 31 students (mean age 19 years, SD- 1.1 year; 7 females, 24 males) recruited from the Faculty of Kinesiology at the University of Sarajevo. The students were given Purdue Pegboard test of motor skills and Test of Athletic performance consisting of 8 tests: sprint running, high/low start, relay running, hurdle racing, high jump, long jump, shot put, and javelin throw. We assessed the impact of their BMI and fine motor skills on the Athletic performance. The results revealed a statistically significant effect of fine motor skills and BMI on Athletic performance. More specifically, these two factors explained around 30% of the variance in Athletic performance. These findings could be beneficial for designing more effective training programs that not only focus on general physical fitness but also consider the role of fine motor skills and body composition in improving overall athletic performance.","PeriodicalId":170318,"journal":{"name":"Multidisciplinarni Pristupi u Edukaciji i Rehabilitaciji","volume":"34 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139178212","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Binocular vision is the ability to focus on an object with both eyes simultaneously in order to create a single visual image. Although lack of binocular function is normal in infants, it is not the case in children and adults as it is necessary to have a good depth perception. Aim of this paper was to showcase postoperative binocular vision results after strabismus surgery. For that purpose, we utilized medical records of 72 patients who had their first strabismus surgery done at the Clinic for Eye Diseases in Tuzla between February 2017 and February 2023. Pre-operative deviation, diagnosis, binocular function, visual acuity and age were analyzed as factors that influence the success of the surgery. In order to assess set goals of the research, Chi square test, Wilcoxon matched-pairs signed-rank test and logistic regression analysis with forced entry were used. Patients were divided into two groups, first with esotropy and the second with exotropy, both groups were under the age of 7. Surgery success rate for respondents under the age of 7 was 67.1% and for the respondents over the age of 7 was 81.1% and no statistically significant improvement in visual acuity was observed. Success rate of achiving binocular vision, after strabismus surgery, was 49.3 for esotropy and 97.3 fir exotropy. Factors that influenced success rate were pre-operative deviation and age group.
{"title":"COMPARATIVE ANALYSIS OF VISUAL ACUITY AND BINOCULAR VISION BEFORE AND AFTER STRABISMUS SURGERY.","authors":"Saša Koce, Meliha Halilbašić","doi":"10.59519/mper5203","DOIUrl":"https://doi.org/10.59519/mper5203","url":null,"abstract":"Binocular vision is the ability to focus on an object with both eyes simultaneously in order to create a single visual image. Although lack of binocular function is normal in infants, it is not the case in children and adults as it is necessary to have a good depth perception. Aim of this paper was to showcase postoperative binocular vision results after strabismus surgery. For that purpose, we utilized medical records of 72 patients who had their first strabismus surgery done at the Clinic for Eye Diseases in Tuzla between February 2017 and February 2023. Pre-operative deviation, diagnosis, binocular function, visual acuity and age were analyzed as factors that influence the success of the surgery. In order to assess set goals of the research, Chi square test, Wilcoxon matched-pairs signed-rank test and logistic regression analysis with forced entry were used. Patients were divided into two groups, first with esotropy and the second with exotropy, both groups were under the age of 7. Surgery success rate for respondents under the age of 7 was 67.1% and for the respondents over the age of 7 was 81.1% and no statistically significant improvement in visual acuity was observed. Success rate of achiving binocular vision, after strabismus surgery, was 49.3 for esotropy and 97.3 fir exotropy. Factors that influenced success rate were pre-operative deviation and age group.","PeriodicalId":170318,"journal":{"name":"Multidisciplinarni Pristupi u Edukaciji i Rehabilitaciji","volume":"49 S246","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138622803","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In order to fit into the environment, satisfy social norms, and increase the opportunities of creating successful interpersonal interactions, individuals with autism spectrum disorder (hereinafter referred to as ASD) often try to develop coping strategies, and one such strategy is camouflaging. Camouflaging can be seen as a way in which individuals try to hide the less desirable aspects of their personality. The aim of this review was to determine the sex/gender differences in the representation of camouflaging in individuals with ASD by reviewing the relevant literature, to determine the impact of camouflaging on mental health, as well as the reasons and consequences of the camouflaging. By searching the SCOPUS database and after applying inclusion and exclusion criteria for publications in the field of autism spectrum disorder and camouflaging, a total of 10 publications were included and analyzed in the current review. Results show that individuals of the female sex/gender with ASD report higher levels of camouflaging compared to individuals of the male sex/gender with ASD. In addition to the above, it has been found that camouflaging is associated with mental health challenges. The results showed that individuals of the female sex/gender with ASD were more supportive of conventional reasons than individuals of the male sex/ gender with ASD. The results of research on the consequences of camouflaging show that people with ASD who camouflage themselves most often feel unhappy because they perceive camouflaging their true identity and personality as lying and deceiving about who they really are. Also, research indicates that thanks to camouflaging, individuals with ASD did not encounter the stereotype of “autistic person”, however, this caused negative consequences such as delaying or questioning their diagnosis of ASD, especially in individuals of female sex/gender with ASD.
{"title":"CAMOUFLAGING AND AUTISM SPECTRUM DISORDER: SYSTEMATIC REVIEW","authors":"Ajla Bukva, Daria Zecevic","doi":"10.59519/mper5007","DOIUrl":"https://doi.org/10.59519/mper5007","url":null,"abstract":"In order to fit into the environment, satisfy social norms, and increase the opportunities of creating successful interpersonal interactions, individuals with autism spectrum disorder (hereinafter referred to as ASD) often try to develop coping strategies, and one such strategy is camouflaging. Camouflaging can be seen as a way in which individuals try to hide the less desirable aspects of their personality. The aim of this review was to determine the sex/gender differences in the representation of camouflaging in individuals with ASD by reviewing the relevant literature, to determine the impact of camouflaging on mental health, as well as the reasons and consequences of the camouflaging. By searching the SCOPUS database and after applying inclusion and exclusion criteria for publications in the field of autism spectrum disorder and camouflaging, a total of 10 publications were included and analyzed in the current review. Results show that individuals of the female sex/gender with ASD report higher levels of camouflaging compared to individuals of the male sex/gender with ASD. In addition to the above, it has been found that camouflaging is associated with mental health challenges. The results showed that individuals of the female sex/gender with ASD were more supportive of conventional reasons than individuals of the male sex/ gender with ASD. The results of research on the consequences of camouflaging show that people with ASD who camouflage themselves most often feel unhappy because they perceive camouflaging their true identity and personality as lying and deceiving about who they really are. Also, research indicates that thanks to camouflaging, individuals with ASD did not encounter the stereotype of “autistic person”, however, this caused negative consequences such as delaying or questioning their diagnosis of ASD, especially in individuals of female sex/gender with ASD.","PeriodicalId":170318,"journal":{"name":"Multidisciplinarni Pristupi u Edukaciji i Rehabilitaciji","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124612955","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Obrazovni sistem u Bosni i Hercegovni je u posljednjih dvadeset godina pretrpio burne promjene: kurikularna reforma osnovne škole, uvođenja novih predmeta, kao i značajno povećanje broja djece sa teškoćama. Prema zvaničnim podacima u ovoj školskoj godini je u redovni sistem osnovnog odgoja i obrazovanja uključeno preko 550 djece sa različitim teškoćama na području Kantona Sarajevo. Inkluzija djece sa teškoćama u razvoju se provodi sa različitim uspjehom i na nju utječu brojni faktori. Formalnim obrazovanjem učitelji nisu dovoljno educirani za rad sa djecom sa različtiim spektrom teškoća koja su uključena u redovni obrazovni sistem. Stručno usavršavanje učitelja koje se realizira kroz različite vladine i nevladine organizacije nije dovoljno, iako se u posljednjem periodu ono najviše odnosilo na inkluziju. Vrsta i obim podrške koju učitelji imaju u školi i izvan nje se značajno razlikuje. Cilj ovog istraživanja bio je utvrditi koliko učitelja obuhvaćenim istraživanjem je imalo inkludiranu djecu sa teškoćama u svom razredu. Ispitivali smo i koji su najveći izazovi koje su učitelji imali u radu sa djecom sa teškoćama u razvoju, ali i koja vrsta podrške im je potrebna za uspješnu inkluziju. Posebno nas je zanimalo da li je inkluzija moguća u postojećim uvjetima. Rezultati pokazuju da smo napravili značajan napredak u procesu inkluzije u mnogim aspektima, ali da to još uvijek nije dovoljno.
在过去的二十年里，波斯尼亚和黑塞哥维那的教育系统经历了一场动荡的变革：小学课程改革、新科目的引入以及有困难儿童人数的大幅增加。根据贝尔数据，萨拉热窝县有 550 多名有各种困难的儿童在本学年进入正规基础教育和教育系统。将发育有困难的儿童纳入教育系统的工作取得了不同程度的成功，并受到多种因素的影响。Formalnim obrazovanjem učitelji nisu dovoljno educirani za rad sa djecom sa različtiim spektrom teškoća koja su uključena u redovni obrazovni sistem.我们将在本报告所述期间内，继续努力，使本报告成为一个具有包容性的报告。教师在校内和校外的次级服务类型和范围明显不同。本研究的目的是确定有多少教师的班上有全纳的困难儿童。Ispitivali smo i koji su najveći izazovi koje su učitelji imali u radu sa djecom sa teškoćama u razvoju, ali i koja vrsta podrške im je potrebna za uspješnu inkluiju.因此，我们建议将墨水涂抹在墙壁上。研究结果表明，在水墨画的制作过程中，有许多问题是需要解决的，而这些问题又是无法解决的。
{"title":"PODRŠKA UČITELJIMA RAZREDNE NASTAVE U PROCESU INKLUZIJE - IZMEĐU POŽELJNOG I POSTOJEĆEG","authors":"Irma Čehić, Sanela M Rustempašić, Lejla Silajdžić","doi":"10.59519/mper5013","DOIUrl":"https://doi.org/10.59519/mper5013","url":null,"abstract":"Obrazovni sistem u Bosni i Hercegovni je u posljednjih dvadeset godina pretrpio burne promjene: kurikularna reforma osnovne škole, uvođenja novih predmeta, kao i značajno povećanje broja djece sa teškoćama. Prema zvaničnim podacima u ovoj školskoj godini je u redovni sistem osnovnog odgoja i obrazovanja uključeno preko 550 djece sa različitim teškoćama na području Kantona Sarajevo. Inkluzija djece sa teškoćama u razvoju se provodi sa različitim uspjehom i na nju utječu brojni faktori. Formalnim obrazovanjem učitelji nisu dovoljno educirani za rad sa djecom sa različtiim spektrom teškoća koja su uključena u redovni obrazovni sistem. Stručno usavršavanje učitelja koje se realizira kroz različite vladine i nevladine organizacije nije dovoljno, iako se u posljednjem periodu ono najviše odnosilo na inkluziju. Vrsta i obim podrške koju učitelji imaju u školi i izvan nje se značajno razlikuje. Cilj ovog istraživanja bio je utvrditi koliko učitelja obuhvaćenim istraživanjem je imalo inkludiranu djecu sa teškoćama u svom razredu. Ispitivali smo i koji su najveći izazovi koje su učitelji imali u radu sa djecom sa teškoćama u razvoju, ali i koja vrsta podrške im je potrebna za uspješnu inkluziju. Posebno nas je zanimalo da li je inkluzija moguća u postojećim uvjetima. Rezultati pokazuju da smo napravili značajan napredak u procesu inkluzije u mnogim aspektima, ali da to još uvijek nije dovoljno.","PeriodicalId":170318,"journal":{"name":"Multidisciplinarni Pristupi u Edukaciji i Rehabilitaciji","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128815554","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
U radu su predstavljene vannastavne aktivnosti učenika u svim osnovnim i srednjim školama Kantona Sarajevo. Autori iznose podatke o nazivima aktivnosti, broju učenika koji su uključeni u ovaj vid odgojno-obrazovnog rada s posebnim osvrtom na uključenost učenika s teškoćama u razvoju. Cilj rada je prezentirati ulogu i značaj vannastavnih aktivnosti za učenike kao pozitivan i dobar primjer provođenja slobodnog vremena, koje, pritom, trebaju biti dostupne i prilagođene potrebama i interesovanjima svakog djeteta u našim školama. Institut za razvoj preduniverzitetskog obrazovanja Kantona Sarajevo u tom smislu pravi iskorak. Donošenjem dokumenta Opća metodologija o registraciji vannastavnih i posebnih programa ciljano i sistemski djeluje, prilagođavajući vannastvne aktivnosti podjednako svim učenicima. U zaključnim razmatranjima autori ističu kako vannastavne aktivnosti u školama nisu u dovoljnoj mjeri dostupne učenicima s teškoćama u razvoju. U skladu s time preporučuju i adekvatna rješenja za njihovo uključivanje u sve vannastavne aktivnosti shodno djetetovim mogućnostima.
该丛书介绍了萨拉热窝州所有中小学学生目前开展的活动。作者提供了有关活动名称、参与这方面教育和教育过程的学生人数等信息，并特别关注发育困难学生的参与情况。理事会的目的是介绍小学生教育活动的作用和特点，将其作为自由时间的一个积极和良好的范例，然而，自由时间必须是可以利用的，并适应我们学校中每个孩子的需求和兴趣。萨拉热窝州大学前教育发展研究所是这方面的真正先驱。通过采用 "Opća metodologija o registracije vannastavnih i posebnih programu "文件，它以有针对性和系统化的方式开展工作，使课程活动适应所有学生的需求。U skladu s time preporučuju i adekvatna rješenja za ich uključivanje u sve vannastavne aktivnosti shodno djetovim mogućnostima.
{"title":"ULOGA I ZNAČAJ VANNASTAVNIH AKTIVNOSTI ZA UČENIKE S TEŠKOĆAMA U RAZVOJU","authors":"Edin Mujkanović, Mersiha Šahinbegovi","doi":"10.59519/mper5008","DOIUrl":"https://doi.org/10.59519/mper5008","url":null,"abstract":"U radu su predstavljene vannastavne aktivnosti učenika u svim osnovnim i srednjim školama Kantona Sarajevo. Autori iznose podatke o nazivima aktivnosti, broju učenika koji su uključeni u ovaj vid odgojno-obrazovnog rada s posebnim osvrtom na uključenost učenika s teškoćama u razvoju. Cilj rada je prezentirati ulogu i značaj vannastavnih aktivnosti za učenike kao pozitivan i dobar primjer provođenja slobodnog vremena, koje, pritom, trebaju biti dostupne i prilagođene potrebama i interesovanjima svakog djeteta u našim školama. Institut za razvoj preduniverzitetskog obrazovanja Kantona Sarajevo u tom smislu pravi iskorak. Donošenjem dokumenta Opća metodologija o registraciji vannastavnih i posebnih programa ciljano i sistemski djeluje, prilagođavajući vannastvne aktivnosti podjednako svim učenicima. U zaključnim razmatranjima autori ističu kako vannastavne aktivnosti u školama nisu u dovoljnoj mjeri dostupne učenicima s teškoćama u razvoju. U skladu s time preporučuju i adekvatna rješenja za njihovo uključivanje u sve vannastavne aktivnosti shodno djetetovim mogućnostima.","PeriodicalId":170318,"journal":{"name":"Multidisciplinarni Pristupi u Edukaciji i Rehabilitaciji","volume":"114 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126290327","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
As the field of special education continually evolves, special education teachers must stay current with emerging trends and engage in ongoing professional development. The present review aims to synthesize existing research on the professional development of special education teachers. A search was conducted using the Web of Science and Scopus databases to locate relevant articles. In total, 63 articles satisfied the inclusion requirements for this review. We identified several important topics related to the professional development of special education teachers, including inclusive education, assistive technologies collaboration with other professionals, and instructional methods. The findings from this review have the potential to guide the design and implementation of tailored professional development programs and inform policy decisions related to the ongoing education of special education teachers.
随着特殊教育领域的不断发展，特殊教育教师必须跟上新趋势，并参与持续的专业发展。本文旨在综合现有的关于特殊教育教师专业发展的研究。使用Web of Science和Scopus数据库进行搜索以找到相关文章。总共有63篇文章符合本综述的纳入要求。我们确定了与特殊教育教师专业发展相关的几个重要主题，包括全纳教育、与其他专业人员合作的辅助技术和教学方法。本综述的发现有可能指导量身定制的专业发展计划的设计和实施，并为与特殊教育教师的持续教育相关的政策决策提供信息。
{"title":"ENHANCING THE SKILLS OF SPECIAL EDUCATION TEACHERS: A SCOPING REVIEW OF PROFESSIONAL DEVELOPMENT APPROACHES","authors":"H. Memišević, Inga Biscevic","doi":"10.59519/mper5012","DOIUrl":"https://doi.org/10.59519/mper5012","url":null,"abstract":"As the field of special education continually evolves, special education teachers must stay current with emerging trends and engage in ongoing professional development. The present review aims to synthesize existing research on the professional development of special education teachers. A search was conducted using the Web of Science and Scopus databases to locate relevant articles. In total, 63 articles satisfied the inclusion requirements for this review. We identified several important topics related to the professional development of special education teachers, including inclusive education, assistive technologies collaboration with other professionals, and instructional methods. The findings from this review have the potential to guide the design and implementation of tailored professional development programs and inform policy decisions related to the ongoing education of special education teachers.","PeriodicalId":170318,"journal":{"name":"Multidisciplinarni Pristupi u Edukaciji i Rehabilitaciji","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121251836","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Škola kao odgojno-obrazovna ustanova ima zadatak da bude u skladu s potrebama društva i vremena što zahtijeva zajedničko djelovanje učenika, nastavnika, roditelja, uprave škole, stručnih saradnika, različitih stručnjaka, lokalne zajednice i ostalih sudionika koji se mogu dovesti u vezu sa školom. Cilj istraživanja je ispitati stavove učenika o organizaciji nastavnog procesa, školskoj organizaciji, kulturi i statusu škole u lokalnoj zajednici. Uzorak ispitanika čini 630 učenika iz 34 osnovne škole u Kantonu Sarajevo (gradske, prigradske i područne škole), uzrasta od šestog do devetog razreda, odnosno po pet učenika/ca iz svakog razreda, različito ostvarenog uspjeha (odličan, vrlodobar, dobar, dovoljan i nedovoljan učenik/-ca). Učenici su iskazali zadovoljstvo školskom organizacijom, organizacijom nastavnog procesa, nastavnim planom i programom, kulturom ponašanja nastavnika, te statusom škole u lokalnoj zajednici. U potpunosti su zadovoljni odnosima na relaciji nastavnik-roditelj i roditelj- nastavnik, dok su manje zadovoljni kulturom ponašanja učenika i odnosa drugova/ drugarica prema njima. Međutim, nije zanemariv broj onih koji su po svim tvrdnjama iskazali djelimično ili potpuno nezadovoljstvo što nam govori da se u budućnosti trebamo više posvetiti učeničkim odnosima, kulturi i socijalizaciji uopće. Određeni broj učenika iskazali su svoj stav kroz odgovor „svejedno mi je“ i na taj način potvrdili indiferentnost prema svemu što se događa, a što direktno ili indirektno utiče na njihova postignuća, motivaciju i razvoj kompetencija.
{"title":"ŠKOLSKA ORGANIZACIJA, KULTURA I STATUS ŠKOLE U LOKALNOJ ZAJEDNICI","authors":"Adisa Milić","doi":"10.59519/mper5002","DOIUrl":"https://doi.org/10.59519/mper5002","url":null,"abstract":"Škola kao odgojno-obrazovna ustanova ima zadatak da bude u skladu s potrebama društva i vremena što zahtijeva zajedničko djelovanje učenika, nastavnika, roditelja, uprave škole, stručnih saradnika, različitih stručnjaka, lokalne zajednice i ostalih sudionika koji se mogu dovesti u vezu sa školom. Cilj istraživanja je ispitati stavove učenika o organizaciji nastavnog procesa, školskoj organizaciji, kulturi i statusu škole u lokalnoj zajednici. Uzorak ispitanika čini 630 učenika iz 34 osnovne škole u Kantonu Sarajevo (gradske, prigradske i područne škole), uzrasta od šestog do devetog razreda, odnosno po pet učenika/ca iz svakog razreda, različito ostvarenog uspjeha (odličan, vrlodobar, dobar, dovoljan i nedovoljan učenik/-ca). Učenici su iskazali zadovoljstvo školskom organizacijom, organizacijom nastavnog procesa, nastavnim planom i programom, kulturom ponašanja nastavnika, te statusom škole u lokalnoj zajednici. U potpunosti su zadovoljni odnosima na relaciji nastavnik-roditelj i roditelj- nastavnik, dok su manje zadovoljni kulturom ponašanja učenika i odnosa drugova/ drugarica prema njima. Međutim, nije zanemariv broj onih koji su po svim tvrdnjama iskazali djelimično ili potpuno nezadovoljstvo što nam govori da se u budućnosti trebamo više posvetiti učeničkim odnosima, kulturi i socijalizaciji uopće. Određeni broj učenika iskazali su svoj stav kroz odgovor „svejedno mi je“ i na taj način potvrdili indiferentnost prema svemu što se događa, a što direktno ili indirektno utiče na njihova postignuća, motivaciju i razvoj kompetencija.","PeriodicalId":170318,"journal":{"name":"Multidisciplinarni Pristupi u Edukaciji i Rehabilitaciji","volume":"494 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117067267","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ova studija ima za cilj analizirati znanje i vještine nastavnika u sjevernoj Makedoniji, Srbiji i Bosni i Hercegovini za rad s vizualno oštećenim učenicima u redovnim školama. Studija se temelji na anketi provedenoj među nastavnicima koji rade s vizualno oštećenim učenicima u redovnim školama u tri zemlje. Anketa ima za cilj utvrditi nivo znanja i vještina nastavnika u područjima vizualnog oštećenja, strategijama poučavanja i pomoćnim tehnologijama. Studija je pokazala da nastavnici u redovnim školama u sjevernoj Makedoniji, Srbiji i Bosni i Hercegovini imaju ograničeno znanje i vještine u radu s vizualno oštećenim učenicima. Rezultati studije naglašavaju potrebu za sistematskim pristupom osiguravanju obuke i podrške nastavnicima u redovnim školama u sjevernoj Makedoniji, Srbiji i Bosni i Hercegovini. Važno je povećati znanje i vještine nastavnika u radu s vizualno oštećenim učenicima kako bi se stvorilo inkluzivno okruženje. Rezultati ove studije imaju implikacije za donositelje odluka, odgojno-obrazovne radnike i istraživače koji rade na stvaranju inkluzivnog obrazovnog sistema koji se prilagođava potrebama svih učenika, uključujući vizualno oštećene učenike. Studija doprinosi postojećem tijelu znanja o obrazovanju vizualno oštećenih učenika u balkanskoj regiji i naglašava važnost uloge nastavnika u redovnim školama u stvaranju inkluzivnog obrazovnog sistema.
这项研究的基础是对三个国家的宗教学校中从事视障学生工作的宗教领袖进行的调查。该研究基于对三个国家宗教学校中从事视障学生工作的宗教领袖进行的一项调查。Poll ima za cilj utvrditi nivo znal i vještina nastavnika u područjima visualnog oštećenja, strategijama poučavanja i pomoćnim tehnoloģijuama.研究表明，马其顿、塞尔维亚、波斯尼亚和黑塞哥维那宗教学校的教师在对待视障学生方面的知识和技能有限。Rezultati studije naglašavaju potreb za sistematskim pristupom osiguravanju obuke i podrške nastavnicima u redovnim školama u sjevernoj Makedonija, Srbiji i Bosni i Hercegovini.提高教师与视障学生打交道的知识和技能对于创造包容性环境非常重要。该研究有助于加强教师与视障学生打交道的知识和技能，以创造包容性环境。这项研究为巴尔干地区视障学生教育方面不断增长的知识做出了贡献，并强调了教师在创建全纳教育系统中的重要作用。
{"title":"ANALIZA ZNANJA I VJEŠTINA NASTAVNIKA U SJEVERNOJ MAKEDONIJI, SRBIJI I BOSNI I HERCEGOVINI U RADU S VIZUALNO OŠTEĆENIM UČENICIMA U REDOVNIM ŠKOLAMA","authors":"Azur Kuduzović, Aleksandra Jakovchevska, Klimentina Gjorshovksa, Anita Dimitrievska, Radmila Vidović, Svetlana Vučković","doi":"10.59519/mper5005","DOIUrl":"https://doi.org/10.59519/mper5005","url":null,"abstract":"Ova studija ima za cilj analizirati znanje i vještine nastavnika u sjevernoj Makedoniji, Srbiji i Bosni i Hercegovini za rad s vizualno oštećenim učenicima u redovnim školama. Studija se temelji na anketi provedenoj među nastavnicima koji rade s vizualno oštećenim učenicima u redovnim školama u tri zemlje. Anketa ima za cilj utvrditi nivo znanja i vještina nastavnika u područjima vizualnog oštećenja, strategijama poučavanja i pomoćnim tehnologijama. Studija je pokazala da nastavnici u redovnim školama u sjevernoj Makedoniji, Srbiji i Bosni i Hercegovini imaju ograničeno znanje i vještine u radu s vizualno oštećenim učenicima. Rezultati studije naglašavaju potrebu za sistematskim pristupom osiguravanju obuke i podrške nastavnicima u redovnim školama u sjevernoj Makedoniji, Srbiji i Bosni i Hercegovini. Važno je povećati znanje i vještine nastavnika u radu s vizualno oštećenim učenicima kako bi se stvorilo inkluzivno okruženje. Rezultati ove studije imaju implikacije za donositelje odluka, odgojno-obrazovne radnike i istraživače koji rade na stvaranju inkluzivnog obrazovnog sistema koji se prilagođava potrebama svih učenika, uključujući vizualno oštećene učenike. Studija doprinosi postojećem tijelu znanja o obrazovanju vizualno oštećenih učenika u balkanskoj regiji i naglašava važnost uloge nastavnika u redovnim školama u stvaranju inkluzivnog obrazovnog sistema.","PeriodicalId":170318,"journal":{"name":"Multidisciplinarni Pristupi u Edukaciji i Rehabilitaciji","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128446661","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Često se govori o kompetencijama edukatora u specijaliziranim ustanovama i o tome koliko je raznosvrstan njihov posao. Specijalni edukatori-rehabilitatori i logopedi se obrazuju za rad s djecom koja spadaju u kategoriju djece s teškoćama u razvoju. Izazovi sa kojima se svakodnevno susreću su raznoliki i zahtijevaju cjeloživotno učenje zbog prirode teškoća s kojima djeca dolaze u ustanove. Često je otežavajuća okolnost za rad i napredak djeteta u obrazovnom području prisustvo nepoželjnih oblika ponašanja. Izazovi s kojima se susreću edukatori-rehabilitatori i logopedi su ogromni, jer pored obrazovne tu je i uloga terapeuta koji treba da odgovori potrebama djeteta na zdravstvenom, socijalnom, odgojnom pa tek onda na edukativnom planu. Na koji način se oni nose sa problemima koji nastaju ukoliko djeca ispoljavaju nepoželjne oblike ponašanja nastojali smo prikazati u ovom radu. Cilj nam je bio ispitati edukatore-rehabilitatore i logopede koji rade u specijaliziranim ustanovama o tome sa kojim vrstama nepoželjnih oblika ponašanja se susreću, koliko često, te da li u ustanovi u kojoj rade postoje timovi i protokoli za izradu strategija za ublažavanje i otklanjanje nepoželjnih oblika ponašanja. Rezultati do kojih smo došli nam ukazuju da je neophodno formirati timove u ustanovama i kreirati protokol za prikupljanje podataka o nepoželjnim oblicima ponašanja što bi rezultiralo izradom strategija za ublažavanje i otklanjanje ponašanja koja otežavaju rad i kvalitetno obrazovanje djece s teškoćama u razvoju.
{"title":"DETEKCIJA I TRETMAN NEPOŽELJNIH OBLIKA PONAŠANJA UČENIKA U SPECIJALIZIRANIM USTANOVAMA","authors":"Elvira Mujkanović, Azra Maljanović-Hrustemović","doi":"10.59519/mper5010","DOIUrl":"https://doi.org/10.59519/mper5010","url":null,"abstract":"Često se govori o kompetencijama edukatora u specijaliziranim ustanovama i o tome koliko je raznosvrstan njihov posao. Specijalni edukatori-rehabilitatori i logopedi se obrazuju za rad s djecom koja spadaju u kategoriju djece s teškoćama u razvoju. Izazovi sa kojima se svakodnevno susreću su raznoliki i zahtijevaju cjeloživotno učenje zbog prirode teškoća s kojima djeca dolaze u ustanove. Često je otežavajuća okolnost za rad i napredak djeteta u obrazovnom području prisustvo nepoželjnih oblika ponašanja. Izazovi s kojima se susreću edukatori-rehabilitatori i logopedi su ogromni, jer pored obrazovne tu je i uloga terapeuta koji treba da odgovori potrebama djeteta na zdravstvenom, socijalnom, odgojnom pa tek onda na edukativnom planu. Na koji način se oni nose sa problemima koji nastaju ukoliko djeca ispoljavaju nepoželjne oblike ponašanja nastojali smo prikazati u ovom radu. Cilj nam je bio ispitati edukatore-rehabilitatore i logopede koji rade u specijaliziranim ustanovama o tome sa kojim vrstama nepoželjnih oblika ponašanja se susreću, koliko često, te da li u ustanovi u kojoj rade postoje timovi i protokoli za izradu strategija za ublažavanje i otklanjanje nepoželjnih oblika ponašanja. Rezultati do kojih smo došli nam ukazuju da je neophodno formirati timove u ustanovama i kreirati protokol za prikupljanje podataka o nepoželjnim oblicima ponašanja što bi rezultiralo izradom strategija za ublažavanje i otklanjanje ponašanja koja otežavaju rad i kvalitetno obrazovanje djece s teškoćama u razvoju.","PeriodicalId":170318,"journal":{"name":"Multidisciplinarni Pristupi u Edukaciji i Rehabilitaciji","volume":"660 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123978126","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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