Pub Date : 2023-01-01DOI: 10.5937/specedreh22-38863
Mirela Duranovic, Leila Begić, Gavrić Babić, M. Lauc
Introduction. A newly discovered SARS-CoV-2 virus that causes an infectious disease called Coronavirus Disease 2019 (COVID-19) has spread around the world. Objectives. The study aims to explore the impact of the COVID-19 pandemic on speech-language pathologists (SLPs) clinical service delivery. Accordingly, this study aims to determine which modifications were used in the provision of speech-language pathology (SLP) services and which procedures were used by SLPs in their clinical practice in Bosnia and Herzegovina (B&H) during the third pandemic wave. The second aim of the study was to analyze how many SLPs from B&H used telepractice and what are the barriers to performing this type of work. Methods. The study included 107 SLPs, who voluntarily joined the survey, after sending the questionnaire directly to the e-mail or placing the questionnaire in online SLPs groups. The survey comprised questions to assess participants' demographics, personal protective equipment, procedures, provision of telepractice, and barriers and limitations to telepractice implementation. Results. Results showed that 93.4% of SLPs reported they use measures to prevent and control the COVID-19 pandemic. Only 28% of SLPs used telepractice in their work, which is a very low rate. The majority of SLPs (59.2%) reported that they did not receive the appropriate education about using telepractice. Conclusion. The COVID-19 pandemic led to a change in service delivery by SLPs requiring them to modify their work or to provide services through telepractice.
{"title":"The impact of the COVID-19 pandemic on the provision of speech therapy services in Bosnia and Herzegovina","authors":"Mirela Duranovic, Leila Begić, Gavrić Babić, M. Lauc","doi":"10.5937/specedreh22-38863","DOIUrl":"https://doi.org/10.5937/specedreh22-38863","url":null,"abstract":"Introduction. A newly discovered SARS-CoV-2 virus that causes an infectious disease called Coronavirus Disease 2019 (COVID-19) has spread around the world. Objectives. The study aims to explore the impact of the COVID-19 pandemic on speech-language pathologists (SLPs) clinical service delivery. Accordingly, this study aims to determine which modifications were used in the provision of speech-language pathology (SLP) services and which procedures were used by SLPs in their clinical practice in Bosnia and Herzegovina (B&H) during the third pandemic wave. The second aim of the study was to analyze how many SLPs from B&H used telepractice and what are the barriers to performing this type of work. Methods. The study included 107 SLPs, who voluntarily joined the survey, after sending the questionnaire directly to the e-mail or placing the questionnaire in online SLPs groups. The survey comprised questions to assess participants' demographics, personal protective equipment, procedures, provision of telepractice, and barriers and limitations to telepractice implementation. Results. Results showed that 93.4% of SLPs reported they use measures to prevent and control the COVID-19 pandemic. Only 28% of SLPs used telepractice in their work, which is a very low rate. The majority of SLPs (59.2%) reported that they did not receive the appropriate education about using telepractice. Conclusion. The COVID-19 pandemic led to a change in service delivery by SLPs requiring them to modify their work or to provide services through telepractice.","PeriodicalId":36810,"journal":{"name":"Specijalna Edukacija i Rehabilitacija","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71079317","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}
Pub Date : 2023-01-01DOI: 10.5937/specedreh22-37740
Miroslav Kojič, Zagorka Markov, S. Kojić-Grandić
Introduction. Peer violence impacts the development of children who are victims of violence, but children who witness violence are also prone to experience consequences pertaining to their socio-emotional development. The state should provide dedicated support to intervention programmes in preschool institutions aimed at preventing and suppressing peer violence, which would focus on children who are witnesses, i.e., observers of violence. Objectives. This research was aimed at analysing the perceptions of preschool teachers and parents about the role of children observers in peer violence. Methods. The sample consisted of preschool teachers employed in preschool institutions in several cities in Serbia (n = 104) and parents whose children attended preschools (n = 84). For the purposes of the research, an adapted Likert-type scale was used, which assessed the role of children "observers" of peer violence and the possibilities of developing support programmes for children exposed to violence. The instrument was developed based on a pilot study on the role of children observers in bullying. Results. Research results showed that the perceptions of parents pertaining to the role of children observers in peer violence were statistically significantly different in relation to the opinions of preschool teachers. Parents believed that children who were observers of peer violence were not sufficiently involved in intervention programmes for the prevention and suppression of peer violence in preschool institutions. Conclusion. These findings have significant practical implications for the planning of initiatives in preschool institutions aimed at fostering a supportive environment in which children who witness peer violence would play a prominent role.
{"title":"Perceptions of preschool teachers and parents about the role of children observers in peer violence","authors":"Miroslav Kojič, Zagorka Markov, S. Kojić-Grandić","doi":"10.5937/specedreh22-37740","DOIUrl":"https://doi.org/10.5937/specedreh22-37740","url":null,"abstract":"Introduction. Peer violence impacts the development of children who are victims of violence, but children who witness violence are also prone to experience consequences pertaining to their socio-emotional development. The state should provide dedicated support to intervention programmes in preschool institutions aimed at preventing and suppressing peer violence, which would focus on children who are witnesses, i.e., observers of violence. Objectives. This research was aimed at analysing the perceptions of preschool teachers and parents about the role of children observers in peer violence. Methods. The sample consisted of preschool teachers employed in preschool institutions in several cities in Serbia (n = 104) and parents whose children attended preschools (n = 84). For the purposes of the research, an adapted Likert-type scale was used, which assessed the role of children \"observers\" of peer violence and the possibilities of developing support programmes for children exposed to violence. The instrument was developed based on a pilot study on the role of children observers in bullying. Results. Research results showed that the perceptions of parents pertaining to the role of children observers in peer violence were statistically significantly different in relation to the opinions of preschool teachers. Parents believed that children who were observers of peer violence were not sufficiently involved in intervention programmes for the prevention and suppression of peer violence in preschool institutions. Conclusion. These findings have significant practical implications for the planning of initiatives in preschool institutions aimed at fostering a supportive environment in which children who witness peer violence would play a prominent role.","PeriodicalId":36810,"journal":{"name":"Specijalna Edukacija i Rehabilitacija","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71079491","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}
Pub Date : 2023-01-01DOI: 10.5937/specedreh22-42366
Alisa Fabris, D. Bratković, Anamarija Žic-Ralić
Introduction. Persons with intellectual disabilities often experience difficulties in achieving interpersonal relations and social inclusion, which are important aspects of quality of life. Objectives. This paper aims to examine the perspective of people with intellectual disabilities on friendships and social inclusion and identify factors which influence their development, with the ultimate goal of defining recommendations for improving support. Methods. A qualitative research approach was chosen to gain insight into participants' subjective experiences and views. For this purpose, an individual semi-structured interview was conducted with eight adults with mild and moderate intellectual disabilities. Results. Participants generally express satisfaction with their friendships and social involvement. They spend time with friends, mostly in the centre, where they are included in the daily program. They especially emphasize the importance of the emotional support they receive from friends. In addition to activities in the daily centre, participants play sports, but they spend most of their free time at home. The factors that negatively affect their social inclusion and friendships are overly protective parents, living conditions, and low motivation. The factors that promote both are parental support, the use of social media, and visiting different places in the community. Conclusion. Although participants are mostly satisfied with their friendships and social inclusion, they also express different needs. Being included in the daily centre has a positive impact on developing friendships and social inclusion, but at the same time, it is necessary to offer inclusive content in society and provide both formal and informal support in this area.
{"title":"Self-assessment of friendships and social inclusion of adults with intellectual disabilities","authors":"Alisa Fabris, D. Bratković, Anamarija Žic-Ralić","doi":"10.5937/specedreh22-42366","DOIUrl":"https://doi.org/10.5937/specedreh22-42366","url":null,"abstract":"Introduction. Persons with intellectual disabilities often experience difficulties in achieving interpersonal relations and social inclusion, which are important aspects of quality of life. Objectives. This paper aims to examine the perspective of people with intellectual disabilities on friendships and social inclusion and identify factors which influence their development, with the ultimate goal of defining recommendations for improving support. Methods. A qualitative research approach was chosen to gain insight into participants' subjective experiences and views. For this purpose, an individual semi-structured interview was conducted with eight adults with mild and moderate intellectual disabilities. Results. Participants generally express satisfaction with their friendships and social involvement. They spend time with friends, mostly in the centre, where they are included in the daily program. They especially emphasize the importance of the emotional support they receive from friends. In addition to activities in the daily centre, participants play sports, but they spend most of their free time at home. The factors that negatively affect their social inclusion and friendships are overly protective parents, living conditions, and low motivation. The factors that promote both are parental support, the use of social media, and visiting different places in the community. Conclusion. Although participants are mostly satisfied with their friendships and social inclusion, they also express different needs. Being included in the daily centre has a positive impact on developing friendships and social inclusion, but at the same time, it is necessary to offer inclusive content in society and provide both formal and informal support in this area.","PeriodicalId":36810,"journal":{"name":"Specijalna Edukacija i Rehabilitacija","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71079841","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}
Pub Date : 2023-01-01DOI: 10.5937/specedreh22-38815
Jelena Petrović, Jelena Zorić, Mirjana Petrović-Lazić
Introduction. Sensory processing difficulties can pose a risk for the development of language and speech disorders in the earliest period and require professional intervention and intense involvement of parents in homework with children with developmental dysphasia, which might cause parental burnout and lower level of their self-esteem when parents are not able to help, not only the children, but themselves too. Aim. The aim of the research was to examine the relationship between the sensory sensitivity of children with developmental dysphasia and the characteristics of parents. Method. The sample consisted of 50 parents of children aged 3 to 6 years. The following questionnaires were used in the research to assess the characteristics of sensory processing: The Child Sensory Profile 2, Parental Burnout Inventory, and Rosenberg Self-Esteem Scale. Measures of descriptive statistics and Pearson's correlation coefficient were used in data processing. Results. The results of the research show that the level of parental burnout is relatively low (parents showed a high level of personal accomplishment (M = 4.16, SD = .67), mild level of emotional exhaustion (M = 2.34, SD = .78) and low level of emotional distancing (M = 1.72, SD = .72), but also that they are characterized by lower self-esteem (M = 3.11, SD = .34). Also, self-esteem and burn-out are not related. On the Sensory Profile, subscales of behavior elements are highly correlated, while the intensity of correlations in subscales of the basic system of processing oscillates. There is a weak correlation between the general self-esteem of parents with subscales of body posture and behavior. Conclusion. The obtained results were discussed in the context of practical pedagogical implications, considering that if the difficulties in the child's functioning are not eliminated in the preschool period, the child's departure to school may be delayed, or long-term difficulties in learning may appear.
{"title":"The relationship of sensory processing of children with developmental dysphasia with burnout and self-esteem of parents","authors":"Jelena Petrović, Jelena Zorić, Mirjana Petrović-Lazić","doi":"10.5937/specedreh22-38815","DOIUrl":"https://doi.org/10.5937/specedreh22-38815","url":null,"abstract":"Introduction. Sensory processing difficulties can pose a risk for the development of language and speech disorders in the earliest period and require professional intervention and intense involvement of parents in homework with children with developmental dysphasia, which might cause parental burnout and lower level of their self-esteem when parents are not able to help, not only the children, but themselves too. Aim. The aim of the research was to examine the relationship between the sensory sensitivity of children with developmental dysphasia and the characteristics of parents. Method. The sample consisted of 50 parents of children aged 3 to 6 years. The following questionnaires were used in the research to assess the characteristics of sensory processing: The Child Sensory Profile 2, Parental Burnout Inventory, and Rosenberg Self-Esteem Scale. Measures of descriptive statistics and Pearson's correlation coefficient were used in data processing. Results. The results of the research show that the level of parental burnout is relatively low (parents showed a high level of personal accomplishment (M = 4.16, SD = .67), mild level of emotional exhaustion (M = 2.34, SD = .78) and low level of emotional distancing (M = 1.72, SD = .72), but also that they are characterized by lower self-esteem (M = 3.11, SD = .34). Also, self-esteem and burn-out are not related. On the Sensory Profile, subscales of behavior elements are highly correlated, while the intensity of correlations in subscales of the basic system of processing oscillates. There is a weak correlation between the general self-esteem of parents with subscales of body posture and behavior. Conclusion. The obtained results were discussed in the context of practical pedagogical implications, considering that if the difficulties in the child's functioning are not eliminated in the preschool period, the child's departure to school may be delayed, or long-term difficulties in learning may appear.","PeriodicalId":36810,"journal":{"name":"Specijalna Edukacija i Rehabilitacija","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71079260","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}
Pub Date : 2023-01-01DOI: 10.5937/specedreh22-40894
M. Vuković, A. Stanković
Introduction. The development of modern society has led to an increase in the life expectancy, and thus to a significant increase in the number of elderly people. Therefore, in recent years a lot of attention has been paid to the examination of cognitive abilities in this population. The research focuses on changes in language, executive functions and memory. Aim. This study aimed to determine lexical-semantic abilities and executive functions in persons over the age of 65. Methods. The sample included 30 people ranging in age from 66 to 85. The respondents were divided into two age categories, with 16 respondents from the "young old" category and 14 respondents in the "middle-old and oldest-old" category. The sample included 13 respondents who had finished elementary school and 17 respondents who had finished secondary or higher/university education. The Semantic Test and the Verbal Fluency Test were used to assess lexical-semantic abilities. To assess executive functions, the Stroop test was used. Results. The results have shown that respondents with different age categories do not differ in their achievements on tests for the assessment of lexical-semantic abilities. However, differences in achievements were determined in relation to the level of education of the respondents. People with a higher educational level were more successful on the mentioned tests. Furthermore, the results show a difference in achievement on the test for assessing executive functions based on age and level of education. Conclusion. These findings indicate that executive functions are more sensitive to age than lexical-semantic abilities.
{"title":"Lexical-semantic abilities and executive functions in the elderly","authors":"M. Vuković, A. Stanković","doi":"10.5937/specedreh22-40894","DOIUrl":"https://doi.org/10.5937/specedreh22-40894","url":null,"abstract":"Introduction. The development of modern society has led to an increase in the life expectancy, and thus to a significant increase in the number of elderly people. Therefore, in recent years a lot of attention has been paid to the examination of cognitive abilities in this population. The research focuses on changes in language, executive functions and memory. Aim. This study aimed to determine lexical-semantic abilities and executive functions in persons over the age of 65. Methods. The sample included 30 people ranging in age from 66 to 85. The respondents were divided into two age categories, with 16 respondents from the \"young old\" category and 14 respondents in the \"middle-old and oldest-old\" category. The sample included 13 respondents who had finished elementary school and 17 respondents who had finished secondary or higher/university education. The Semantic Test and the Verbal Fluency Test were used to assess lexical-semantic abilities. To assess executive functions, the Stroop test was used. Results. The results have shown that respondents with different age categories do not differ in their achievements on tests for the assessment of lexical-semantic abilities. However, differences in achievements were determined in relation to the level of education of the respondents. People with a higher educational level were more successful on the mentioned tests. Furthermore, the results show a difference in achievement on the test for assessing executive functions based on age and level of education. Conclusion. These findings indicate that executive functions are more sensitive to age than lexical-semantic abilities.","PeriodicalId":36810,"journal":{"name":"Specijalna Edukacija i Rehabilitacija","volume":"83 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71079452","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}
Pub Date : 2023-01-01DOI: 10.5937/specedreh22-41397
I. Atika, H. Putranta, Norimune Kawai, Masashi Hayashida, Akira Shinkai
Introduction. Traditionally, the curriculum for deaf learners mainly involved language acquisition at the expense of other academic subjects. Currently, their subjects also include other disciplines, like science, to enrich students' knowledge related to human life. Objective. This study aims to describe the implementation of school science practices and identifies the challenges in improving science education in special schools for deaf and hard-of-hearing (DHH) students as a guide for improving inclusive education of these students. Methods. The sample included four principals and six classroom science teachers from five DHH schools, using purposive sampling in the five schools that provide education for DHH students in three regencies of Regional V Banyumas, Central Java, Indonesia. Data were gathered through interviews, field observations, and artifacts. Results. The teachers use various teaching strategies and rely on visual and handson activities for DHH students. The schools provide sign language interpreters and speech-development programs as support for teachers and DHH students. All teachers need professional development in teaching collaboration opportunities to develop their expertise in teaching DHH students. The policy implementation, instructional strategies, resources, and teacher qualifications were found to be extrinsic factors. Conclusion. The teachers need support from the government to include them in relevant training programs and prepare teachers with special or inclusive education knowledge by adding courses in university-level education for all prospective teachers. The results are insightful for DHH students, science educators, and policymakers.
{"title":"Science education practices for deaf and hard-of-hearing students in Indonesia","authors":"I. Atika, H. Putranta, Norimune Kawai, Masashi Hayashida, Akira Shinkai","doi":"10.5937/specedreh22-41397","DOIUrl":"https://doi.org/10.5937/specedreh22-41397","url":null,"abstract":"Introduction. Traditionally, the curriculum for deaf learners mainly involved language acquisition at the expense of other academic subjects. Currently, their subjects also include other disciplines, like science, to enrich students' knowledge related to human life. Objective. This study aims to describe the implementation of school science practices and identifies the challenges in improving science education in special schools for deaf and hard-of-hearing (DHH) students as a guide for improving inclusive education of these students. Methods. The sample included four principals and six classroom science teachers from five DHH schools, using purposive sampling in the five schools that provide education for DHH students in three regencies of Regional V Banyumas, Central Java, Indonesia. Data were gathered through interviews, field observations, and artifacts. Results. The teachers use various teaching strategies and rely on visual and handson activities for DHH students. The schools provide sign language interpreters and speech-development programs as support for teachers and DHH students. All teachers need professional development in teaching collaboration opportunities to develop their expertise in teaching DHH students. The policy implementation, instructional strategies, resources, and teacher qualifications were found to be extrinsic factors. Conclusion. The teachers need support from the government to include them in relevant training programs and prepare teachers with special or inclusive education knowledge by adding courses in university-level education for all prospective teachers. The results are insightful for DHH students, science educators, and policymakers.","PeriodicalId":36810,"journal":{"name":"Specijalna Edukacija i Rehabilitacija","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71079217","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}
Pub Date : 2023-01-01DOI: 10.5937/specedreh22-37415
Iva Hrastinski, Ana Bonetti, Mladen Hedjever
Aim. This study aimed to determine the prevalence of auditory processing difficulties in children and to examine possible relationships between auditory processing skills and school success. Method. In this study, a screening test Auditory processing disorder - (Croatian: PSP - 1) was used to determine the prevalence of auditory processing difficulties in elementary school children in Croatia. Furthermore, correlations between screening test, grade point average, and subjective assessment scores for reading, writing, and math were analyzed. A total of 412 participants from mainstream schools were grouped based on their chronological age and grade. Results. The findings revealed that 12 (approximately 2.9%) participants exhibited difficulties in the assessed auditory processing tasks, which is consistent with data from other studies indicating that between 2% and 5% of children have an auditory processing disorder. Specifically, the two auditory tasks involving dichotic listening proved to be the most challenging for all participants. The results indicated that students' academic performance, as measured by grade point average and teachers' ratings of students' academic and language skills, was poorer in students having pronounced auditory processing difficulties when compared to their same-grade peers. Teacher ratings were significantly correlated with screening test scores, whereas students grade average was not. Conclusions. The analysis also revealed that screening total scores were significantly positively correlated with teachers' ratings of students' reading, writing, and mathematical skills. These skills also correlated highly with students' average grades. These findings corroborate the notion that auditory processing deficits are inversely correlated with academic achievement, warranting further research into the diagnosis and management of Auditory processing difficulties.
{"title":"Relationship between auditory processing skills and academic achievement of elementary school children","authors":"Iva Hrastinski, Ana Bonetti, Mladen Hedjever","doi":"10.5937/specedreh22-37415","DOIUrl":"https://doi.org/10.5937/specedreh22-37415","url":null,"abstract":"Aim. This study aimed to determine the prevalence of auditory processing difficulties in children and to examine possible relationships between auditory processing skills and school success. Method. In this study, a screening test Auditory processing disorder - (Croatian: PSP - 1) was used to determine the prevalence of auditory processing difficulties in elementary school children in Croatia. Furthermore, correlations between screening test, grade point average, and subjective assessment scores for reading, writing, and math were analyzed. A total of 412 participants from mainstream schools were grouped based on their chronological age and grade. Results. The findings revealed that 12 (approximately 2.9%) participants exhibited difficulties in the assessed auditory processing tasks, which is consistent with data from other studies indicating that between 2% and 5% of children have an auditory processing disorder. Specifically, the two auditory tasks involving dichotic listening proved to be the most challenging for all participants. The results indicated that students' academic performance, as measured by grade point average and teachers' ratings of students' academic and language skills, was poorer in students having pronounced auditory processing difficulties when compared to their same-grade peers. Teacher ratings were significantly correlated with screening test scores, whereas students grade average was not. Conclusions. The analysis also revealed that screening total scores were significantly positively correlated with teachers' ratings of students' reading, writing, and mathematical skills. These skills also correlated highly with students' average grades. These findings corroborate the notion that auditory processing deficits are inversely correlated with academic achievement, warranting further research into the diagnosis and management of Auditory processing difficulties.","PeriodicalId":36810,"journal":{"name":"Specijalna Edukacija i Rehabilitacija","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71079526","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}
Pub Date : 2023-01-01DOI: 10.5937/specedreh22-41270
Mia Šešum, Ljubica Isaković, Marina Radić-Šestić, Tamara R. Kovačević
Introduction. Apart from developing physical skills, a characteristic of sport is that it also helps the socialization of the persons who do it. Thus, it is a rather significant system of activities in the lives of people who are deaf or hard of hearing. Considering the fact that these persons are often marginalized by the typical population, participating in sports activities may contribute to their visibility to a great extent and thus to their inclusion in the social community. It is important to underline that an individual's deafness or being hard of hearing does not represent a limiting factor for their doing sports if the function of the center of gravity is preserved. Objective. The aim of this work was to provide a systematic insight into the possibilities of the deaf to participate in sports activities through the analysis of the available literature, as well as to indicate the importance that sports can have in their lives. Methods. The descriptive method, analysis, synthesis, and content evaluation were used. Results. Sports are an important component in the lives of many deaf and hard-of-hearing people. Deaf and hard-of-hearing persons may do sports as part of organized activities, independently, for recreational purposes, but also professionally. Professional deaf and hard-of-hearing athletes have the possibility of taking part in specialized competitions which are intended for persons with disabilities or only for deaf and hard-of-hearing persons, as well as in competitions in which predominantly typical athletes participate. Conclusion. In order to achieve the inclusion of the deaf, it is important to use the potential of sports activities as equally accessible to deaf people and members of the typical population.
{"title":"The importance of sport for members of the deaf community","authors":"Mia Šešum, Ljubica Isaković, Marina Radić-Šestić, Tamara R. Kovačević","doi":"10.5937/specedreh22-41270","DOIUrl":"https://doi.org/10.5937/specedreh22-41270","url":null,"abstract":"Introduction. Apart from developing physical skills, a characteristic of sport is that it also helps the socialization of the persons who do it. Thus, it is a rather significant system of activities in the lives of people who are deaf or hard of hearing. Considering the fact that these persons are often marginalized by the typical population, participating in sports activities may contribute to their visibility to a great extent and thus to their inclusion in the social community. It is important to underline that an individual's deafness or being hard of hearing does not represent a limiting factor for their doing sports if the function of the center of gravity is preserved. Objective. The aim of this work was to provide a systematic insight into the possibilities of the deaf to participate in sports activities through the analysis of the available literature, as well as to indicate the importance that sports can have in their lives. Methods. The descriptive method, analysis, synthesis, and content evaluation were used. Results. Sports are an important component in the lives of many deaf and hard-of-hearing people. Deaf and hard-of-hearing persons may do sports as part of organized activities, independently, for recreational purposes, but also professionally. Professional deaf and hard-of-hearing athletes have the possibility of taking part in specialized competitions which are intended for persons with disabilities or only for deaf and hard-of-hearing persons, as well as in competitions in which predominantly typical athletes participate. Conclusion. In order to achieve the inclusion of the deaf, it is important to use the potential of sports activities as equally accessible to deaf people and members of the typical population.","PeriodicalId":36810,"journal":{"name":"Specijalna Edukacija i Rehabilitacija","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71079139","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}
Pub Date : 2023-01-01DOI: 10.5937/specedreh22-38708
S. Adeniyi, O. Kuku
Introduction. Living adaptively in any environment depends on several factors ranging from personal to environmental. In the event of development, there is the complexity that globalisation through digitalisation has added to adaptive living among youngsters, especially those living with hearing impairment. Objectives. This study investigated the effects of televised aggression and pornographic addiction on social adjustment of adolescents with hearing impairment in two states in South-west Nigeria. Methods. The study employed a descriptive survey study of expo facto type. Samples of 118 adolescent students with hearing impairment participated in the study through simple random and purposive sampling techniques. A Social Adaptation Inventory with a reliability of .79 was used to collect data from the respondents. Pearson Product Moment Correlation Coefficient and Multiple Regressions were used to test the hypotheses at .05 level of significance. Results. A significant relationship was found between televised aggression and social adjustment problems of adolescents with hearing impairment. Pornographic addiction has a significant relationship with social adjustment of adolescents with hearing impairment. Also, there were joint contributions of televised aggression and pornographic addiction to social adjustment of adolescents with hearing impairment in South-west Nigeria. Conclusion. Parents are admonished to monitor their adolescents with hearing impairment in a bid to censor the kinds of television programmes and print media materials they engage in because they also undergo the same developmental process as adolescents without hearing impairment.
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Pub Date : 2023-01-01DOI: 10.5937/specedreh22-39488
Bojana Mastilo
Introduction. Social cognition is a multidimensional construct that encompasses higher-order cognitive processes used to process and interpret social information and successfully communicate with others. These processes include cognitive theory of mind, affective theory of mind, understanding of social norms, moral judgment and empathy. Objective. The aim of our study was to determine the differences in social cognition in adults with mild intellectual disability, dual diagnoses, and typical development paired chronologically, and to determine the relationship between age, gender and socio-cognitive abilities in all three groups. Methods. Our study included 122 participants, of whom 32 were with intellectual disability, 30 had dual diagnoses, and 60 were typically developing adults. The Edinburgh Social Cognition Test - ESCoT was used to assess social cognition, while the Mini Psychiatric Assessment Scale for Adults with Developmental Disorders, MINI PAS - ADD was used to confirm the presence of psychiatric symptoms in adults with developmental disabilities. Results. The obtained results showed that adults with mild intellectual disability had better performance in social cognition than adults with dual diagnoses, but worse than typically developing adults. Also, the research showed that in the subsample of typically developing participants, these abilities decreased with age, the abilities of affective theory of mind decreased with age in persons with intellectual disabilities, while no correlation was found between younger and older respondents in persons with dual diagnoses. Our research has not confirmed the relationship between gender and social cognition. Conclusion. By determining the development of social cognition in adults with intellectual disability and dual diagnoses, we gain insight into their adaptive functioning in everyday social interactions.
介绍。社会认知是一个多维结构，包括用于处理和解释社会信息并成功与他人沟通的高阶认知过程。这些过程包括认知心理理论、情感心理理论、对社会规范的理解、道德判断和共情。目标。本研究的目的是确定轻度智力残疾、双重诊断和典型发展配对的成年人的社会认知差异，并确定三组中年龄、性别和社会认知能力之间的关系。方法。我们的研究包括122名参与者，其中32人患有智力残疾，30人患有双重诊断，60人是典型的发育中的成年人。使用爱丁堡社会认知测验- ESCoT来评估社会认知，而使用迷你成人发育障碍精神评估量表，Mini PAS - ADD来确认成人发育障碍是否存在精神症状。结果。结果表明，轻度智障的社会认知能力优于双重诊断的成人，但低于正常发育的成人。此外，研究表明，在正常发展参与者的子样本中，这些能力随着年龄的增长而下降，在智力残疾的人中，情感心理理论的能力随着年龄的增长而下降，而在双重诊断的人中，年轻人和老年人之间没有发现相关性。我们的研究还没有证实性别和社会认知之间的关系。结论。通过对智力残疾和双重诊断成人社会认知发展的研究，我们了解了他们在日常社会交往中的适应功能。
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