Pub Date : 2023-01-01DOI: 10.5937/specedreh22-40253
Bojan Dučić, Svetlana Kaljača
Introduction. The multidimensional concept of mindfulness includes voluntary attention, focus on the "present moment", monitoring of mental processes, and inhibition of impulsive reactions. Examining the impact of the level of mindfulness on the quality of the relationship between the special educator and the student requires an instrument with satisfactory psychometric characteristics. Objectives. The goal of this research was to determine the internal consistency, test-retest reliability, convergent and discriminative validity of the Interpersonal mindfulness scale. Methods. The reliability of the Interpersonal mindfulness scale was checked by calculating Cronbach's Alpha in a sample of 114 students (age: M = 20.75, SD = 2.20). For the test-retest reliability check, a sample of 32 students was formed (age: M = 21.41, SD = 2.46). The relationship between the Interpersonal mindfulness scale and the Cognitive and affective mindfulness scale was determined in a sample of 59 students (age: M = 20.93, SD = 1.92). For examining the Pearson correlations of the Interpersonal mindfulness scale and the Perceived Stress Scale-10, the sample included 55 students (age: M = 20.55, SD = 2.47). Results. It was determined that the values of the internal consistency of the Interpersonal mindfulness scale and its subscales were acceptable (a = .69 - .88), the level of test-retest reliability was moderate to high (ICC = .58 -.91), the correlation with the overall results of the Cognitive and affective mindfulness scale was statistically significant and positive (r = .58, p < .001), while it was not statistically significant (p > .05) on the Perceived Stress Scale-10. Conclusion. Based on the established reliability and validity, the Interpersonal mindfulness scale can be recommended as an instrument for obtaining reliable data on the quality and level of mindfulness manifested in social interactions
{"title":"The level of mindfulness in interpersonal relationships: The validity and reliability of the assessment scale","authors":"Bojan Dučić, Svetlana Kaljača","doi":"10.5937/specedreh22-40253","DOIUrl":"https://doi.org/10.5937/specedreh22-40253","url":null,"abstract":"Introduction. The multidimensional concept of mindfulness includes voluntary attention, focus on the \"present moment\", monitoring of mental processes, and inhibition of impulsive reactions. Examining the impact of the level of mindfulness on the quality of the relationship between the special educator and the student requires an instrument with satisfactory psychometric characteristics. Objectives. The goal of this research was to determine the internal consistency, test-retest reliability, convergent and discriminative validity of the Interpersonal mindfulness scale. Methods. The reliability of the Interpersonal mindfulness scale was checked by calculating Cronbach's Alpha in a sample of 114 students (age: M = 20.75, SD = 2.20). For the test-retest reliability check, a sample of 32 students was formed (age: M = 21.41, SD = 2.46). The relationship between the Interpersonal mindfulness scale and the Cognitive and affective mindfulness scale was determined in a sample of 59 students (age: M = 20.93, SD = 1.92). For examining the Pearson correlations of the Interpersonal mindfulness scale and the Perceived Stress Scale-10, the sample included 55 students (age: M = 20.55, SD = 2.47). Results. It was determined that the values of the internal consistency of the Interpersonal mindfulness scale and its subscales were acceptable (a = .69 - .88), the level of test-retest reliability was moderate to high (ICC = .58 -.91), the correlation with the overall results of the Cognitive and affective mindfulness scale was statistically significant and positive (r = .58, p < .001), while it was not statistically significant (p > .05) on the Perceived Stress Scale-10. Conclusion. Based on the established reliability and validity, the Interpersonal mindfulness scale can be recommended as an instrument for obtaining reliable data on the quality and level of mindfulness manifested in social interactions","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":"71079419","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/specedreh22-41085
Nataša Buha, Slobodan Banković, M. Gligorović
Introduction. The role of motor skills in reading seems counter-intuitive, and thus it has played a minor role in studies on predictors of reading skills. The results of some studies indicate that the connection between motor skills and reading is present and that it depends on the examined motor component. Objective. The aim of this research was to determine the relation between visuomotor coordination and visuomotor integration with reading skills in younger school-age students. Methods. The sample included 103 participants aged 9 to 11 years. A Likert-type scale with four descriptors covering the most common types of problems during reading was used to evaluate reading skills. Fine motor skills were assessed with the subtests of the Acadia Test of Developmental Abilities - Visuomotor Coordination and Sequencing and Figure Copying. Intelligence, working memory, and inhibitory control were selected as covariates. Intelligence was assessed by Raven's Progressive Matrices, working memory by the Digit Span Backward task, and inhibitory control by the Go/NoGo task. Results. Hierarchical regression analysis showed that visuomotor coordination and working memory are independent predictors of reading skills. Visuomotor coordination explains 5.2% of the variance after removing the influence of intelligence and basic executive functions. A statistically significant relationship between visuomotor integration and reading skills was not found, so visuomotor integration was not considered a predictor in further analysis. Conclusion. When considering the importance of fine motor skills, it is necessary to analyze its individual components, because the results of this, as well as previous studies, indicate that not all aspects of fine motor skills are equally important factors in the development of reading skills. In the context of preventing difficulties in learning to read, it would be desirable to apply activities that would stimulate the development of fine motor skills and working memory from preschool age.
{"title":"The relationship between reading skills and fine motor abilities in younger school-age children","authors":"Nataša Buha, Slobodan Banković, M. Gligorović","doi":"10.5937/specedreh22-41085","DOIUrl":"https://doi.org/10.5937/specedreh22-41085","url":null,"abstract":"Introduction. The role of motor skills in reading seems counter-intuitive, and thus it has played a minor role in studies on predictors of reading skills. The results of some studies indicate that the connection between motor skills and reading is present and that it depends on the examined motor component. Objective. The aim of this research was to determine the relation between visuomotor coordination and visuomotor integration with reading skills in younger school-age students. Methods. The sample included 103 participants aged 9 to 11 years. A Likert-type scale with four descriptors covering the most common types of problems during reading was used to evaluate reading skills. Fine motor skills were assessed with the subtests of the Acadia Test of Developmental Abilities - Visuomotor Coordination and Sequencing and Figure Copying. Intelligence, working memory, and inhibitory control were selected as covariates. Intelligence was assessed by Raven's Progressive Matrices, working memory by the Digit Span Backward task, and inhibitory control by the Go/NoGo task. Results. Hierarchical regression analysis showed that visuomotor coordination and working memory are independent predictors of reading skills. Visuomotor coordination explains 5.2% of the variance after removing the influence of intelligence and basic executive functions. A statistically significant relationship between visuomotor integration and reading skills was not found, so visuomotor integration was not considered a predictor in further analysis. Conclusion. When considering the importance of fine motor skills, it is necessary to analyze its individual components, because the results of this, as well as previous studies, indicate that not all aspects of fine motor skills are equally important factors in the development of reading skills. In the context of preventing difficulties in learning to read, it would be desirable to apply activities that would stimulate the development of fine motor skills and working memory from preschool age.","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":"71079517","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/specedreh22-40535
Emina Popović, Dragan Pavlović, Bojana Milikić, Jovan Popović, Jasmina D Stojanovic
Introduction. Alzheimer's disease is the most common form of dementia. Apraxia can be one of the symptoms of Alzheimer's disease. Apraxia is defined as an acquired deficit in the execution of movements that cannot be explained by motor or sensory impairments. Aim. The main aim of this research is to determine the types of apraxia in people with Alzheimer's dementia and to point out the importance of early rehabilitation of these patients. Method. The sample consists of 15 patients with Alzheimer's dementia (amnestic type - multiple domains) aged from 50 to 85 years. In addition to the free interview, which follows predetermined principles, a neurological clinical assessment of motor skills and sensitivity and a neurobehavioral assessment of appearance, behavior, and emotions were conducted. The examination was conducted according to the established criteria at the Antamedica Polyclinic in Belgrade. Results. The results of our study show that patients with Alzheimer's disease are impaired in both the first and second stages: time orientation, attention, arithmetic, remembering, naming, writing, and copying figures. On the other hand, other cognitive functions are relatively well preserved in these stages of the disease. Patients with Alzheimer's disease have an impaired ability to understand spoken and written language. In contrast, no deficits were found on the verbal-visual discrimination test. Conclusion. Assessment of apraxia has become an important aspect of neurodegenerative diseases and a main indicator for psychotherapy and occupational therapy, contributing to the quality of life of the elderly, primarily with cognitive decline.
{"title":"Clinical forms of apraxia in patients with Alzheimer's disease","authors":"Emina Popović, Dragan Pavlović, Bojana Milikić, Jovan Popović, Jasmina D Stojanovic","doi":"10.5937/specedreh22-40535","DOIUrl":"https://doi.org/10.5937/specedreh22-40535","url":null,"abstract":"Introduction. Alzheimer's disease is the most common form of dementia. Apraxia can be one of the symptoms of Alzheimer's disease. Apraxia is defined as an acquired deficit in the execution of movements that cannot be explained by motor or sensory impairments. Aim. The main aim of this research is to determine the types of apraxia in people with Alzheimer's dementia and to point out the importance of early rehabilitation of these patients. Method. The sample consists of 15 patients with Alzheimer's dementia (amnestic type - multiple domains) aged from 50 to 85 years. In addition to the free interview, which follows predetermined principles, a neurological clinical assessment of motor skills and sensitivity and a neurobehavioral assessment of appearance, behavior, and emotions were conducted. The examination was conducted according to the established criteria at the Antamedica Polyclinic in Belgrade. Results. The results of our study show that patients with Alzheimer's disease are impaired in both the first and second stages: time orientation, attention, arithmetic, remembering, naming, writing, and copying figures. On the other hand, other cognitive functions are relatively well preserved in these stages of the disease. Patients with Alzheimer's disease have an impaired ability to understand spoken and written language. In contrast, no deficits were found on the verbal-visual discrimination test. Conclusion. Assessment of apraxia has become an important aspect of neurodegenerative diseases and a main indicator for psychotherapy and occupational therapy, contributing to the quality of life of the elderly, primarily with cognitive decline.","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":"71079553","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/specedreh22-41028
Katarina Šarčević-Ivić-Hofman, Jakab Wagner
Introduction. Parents of children with developmental disabilities receive many different forms of support, including formal support provided by professionals from different systems. Aim. The aim of this study was to examine the differences in expectations of the type of formal support by parents of children with developmental disabilities with regard to their sociodemographic characteristics. Methodology. In total, 152 parents participated in the study, out of which 63.8% were female and 36.2% were male. The participants' average age was 38 years. Data was collected using a questionnaire specifically designed for the purpose of this study, which is a component of a large-scale research study on early support provided to children with developmental disabilities and their parents. The first part of the questionnaire concerns sociodemographic characteristics, while the second part deals with the parents' expectations of the type of formal support. Results. The results of this study show that there is a statistically significant difference in the expectations of the type of formal support by the parents of children with developmental disabilities with regard to two sociodemographic characteristics, namely the self-evaluated financial wellbeing and the level of education. Conclusion. This study shows that parents with higher levels of education and better financial wellbeing have different expectations of the type of formal support than parents with lower levels of education and lower income. These differences should be, therefore, taken into account during the processes of planning and providing support.
{"title":"Formal support: Expectations of parents of children with disabilities","authors":"Katarina Šarčević-Ivić-Hofman, Jakab Wagner","doi":"10.5937/specedreh22-41028","DOIUrl":"https://doi.org/10.5937/specedreh22-41028","url":null,"abstract":"Introduction. Parents of children with developmental disabilities receive many different forms of support, including formal support provided by professionals from different systems. Aim. The aim of this study was to examine the differences in expectations of the type of formal support by parents of children with developmental disabilities with regard to their sociodemographic characteristics. Methodology. In total, 152 parents participated in the study, out of which 63.8% were female and 36.2% were male. The participants' average age was 38 years. Data was collected using a questionnaire specifically designed for the purpose of this study, which is a component of a large-scale research study on early support provided to children with developmental disabilities and their parents. The first part of the questionnaire concerns sociodemographic characteristics, while the second part deals with the parents' expectations of the type of formal support. Results. The results of this study show that there is a statistically significant difference in the expectations of the type of formal support by the parents of children with developmental disabilities with regard to two sociodemographic characteristics, namely the self-evaluated financial wellbeing and the level of education. Conclusion. This study shows that parents with higher levels of education and better financial wellbeing have different expectations of the type of formal support than parents with lower levels of education and lower income. These differences should be, therefore, taken into account during the processes of planning and providing support.","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":"71079470","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/specedreh22-41862
Mina Nikolić, Sanja Ostojić-Zeljković, A. Jotić, Sanja Đoković
Introduction. The Covid-19 pandemic has considerably affected many aspects of human life, especially healthcare and social services. The contacts of elderly people with family and friends, as well as their social activities, have been drastically reduced due to fear of contagious diseases with potentially serious consequences. Preventive measures of physical distancing and obligatory protective masks have brought additional challenges for hearing-impaired persons because of the decreased intensity and muffled quality of speech signals as well as the lack of visual cues because of the face masks. Objective. The study aimed to identify the challenges that adult hearing aid users faced during the Covid-19 pandemic. Methods. A special questionnaire was developed for the purpose of this study with a 3-point Likert type of scale. Results. The results of the study have shown that effective communication with other people during the pandemic was a great challenge for hearing-impaired participants. They pointed out the use of face masks and avoidance of communication with other people due to the fear of misunderstanding others. The participants noticed some changes in listening with hearing aids as well as mood swings and compliance to hearing aids. Most of the participants were satisfied with the access to hearing aids, fitting, and repair services, but none of them had access to rehabilitation and advisory support. Conclusion. The Covid-19 pandemic revealed the need for developing a network for alternative methods and approaches in surdology to provide advisory and rehabilitation services for hearing-impaired people as well as technical support for hearing aid users. That would be the way to provide ongoing support for hearing aid users, not only in extreme situations, such as the pandemic, but to increase the accessibility of those services in everyday life for all users.
{"title":"Challenges of adult users of hearing amplification during the Covid-19 pandemic","authors":"Mina Nikolić, Sanja Ostojić-Zeljković, A. Jotić, Sanja Đoković","doi":"10.5937/specedreh22-41862","DOIUrl":"https://doi.org/10.5937/specedreh22-41862","url":null,"abstract":"Introduction. The Covid-19 pandemic has considerably affected many aspects of human life, especially healthcare and social services. The contacts of elderly people with family and friends, as well as their social activities, have been drastically reduced due to fear of contagious diseases with potentially serious consequences. Preventive measures of physical distancing and obligatory protective masks have brought additional challenges for hearing-impaired persons because of the decreased intensity and muffled quality of speech signals as well as the lack of visual cues because of the face masks. Objective. The study aimed to identify the challenges that adult hearing aid users faced during the Covid-19 pandemic. Methods. A special questionnaire was developed for the purpose of this study with a 3-point Likert type of scale. Results. The results of the study have shown that effective communication with other people during the pandemic was a great challenge for hearing-impaired participants. They pointed out the use of face masks and avoidance of communication with other people due to the fear of misunderstanding others. The participants noticed some changes in listening with hearing aids as well as mood swings and compliance to hearing aids. Most of the participants were satisfied with the access to hearing aids, fitting, and repair services, but none of them had access to rehabilitation and advisory support. Conclusion. The Covid-19 pandemic revealed the need for developing a network for alternative methods and approaches in surdology to provide advisory and rehabilitation services for hearing-impaired people as well as technical support for hearing aid users. That would be the way to provide ongoing support for hearing aid users, not only in extreme situations, such as the pandemic, but to increase the accessibility of those services in everyday life for all users.","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":"71079758","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 : 2022-01-01DOI: 10.5937/specedreh21-35940
Vesna Vučinić, Valentina Martać, M. Anđelković
Informal and formal support to parents of children with disabilities affects family functioning and life satisfaction of family members in many ways. Objective. The aim of this research was to determine the extent to which parents of children with disabilities expected support of their family and friends. Methods. The sample included 65 parents of children with disabilities, most of whom were mothers (N = 62, P = 95.4%). The Social Support Behaviors - SS-B scale (Vaux et al., 1987) was used to examine the expected support of family and friends. Results. Descriptive statistics showed that parents counted on family members' support much more than on their friends' support. Parents of children with multiple disabilities, unemployed parents, and those who lived in rural areas had lower expectations regarding family and friends' support compared to other groups. Their expectations were the lowest in the segments of financial and physical support. Conclusion. Extended family members were expected to provide greater help in all five support dimensions (emotional, social, physical, financial, and counselling). The analysis of individual items within these dimensions indicates the existence of various expectation levels within the same dimension, which is the result of specific requirements.
对残疾儿童父母的非正式和正式支持在许多方面影响家庭功能和家庭成员的生活满意度。目标。这项研究的目的是确定残疾儿童的父母期望得到家人和朋友支持的程度。方法。样本包括65名残疾儿童的父母，其中以母亲居多(N = 62, P = 95.4%)。采用社会支持行为- SS-B量表(Vaux et al.， 1987)对家庭和朋友的期望支持进行考察。结果。描述性统计表明，父母依赖家庭成员的支持远远超过依赖朋友的支持。与其他群体相比，多重残疾儿童的父母、失业父母和生活在农村地区的父母对家人和朋友的支持的期望较低。他们在财政和物质支持方面的期望值最低。结论。期望大家庭成员在所有五个支持方面(情感、社会、身体、经济和咨询)提供更大的帮助。对这些维度中的单个项目的分析表明，在同一维度中存在不同的期望水平，这是特定需求的结果。
{"title":"Family and friends' expected support to parents of children with disabilities","authors":"Vesna Vučinić, Valentina Martać, M. Anđelković","doi":"10.5937/specedreh21-35940","DOIUrl":"https://doi.org/10.5937/specedreh21-35940","url":null,"abstract":"Informal and formal support to parents of children with disabilities affects family functioning and life satisfaction of family members in many ways. Objective. The aim of this research was to determine the extent to which parents of children with disabilities expected support of their family and friends. Methods. The sample included 65 parents of children with disabilities, most of whom were mothers (N = 62, P = 95.4%). The Social Support Behaviors - SS-B scale (Vaux et al., 1987) was used to examine the expected support of family and friends. Results. Descriptive statistics showed that parents counted on family members' support much more than on their friends' support. Parents of children with multiple disabilities, unemployed parents, and those who lived in rural areas had lower expectations regarding family and friends' support compared to other groups. Their expectations were the lowest in the segments of financial and physical support. Conclusion. Extended family members were expected to provide greater help in all five support dimensions (emotional, social, physical, financial, and counselling). The analysis of individual items within these dimensions indicates the existence of various expectation levels within the same dimension, which is the result of specific requirements.","PeriodicalId":36810,"journal":{"name":"Specijalna Edukacija i Rehabilitacija","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71078389","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 : 2022-01-01DOI: 10.5937/specedreh21-36240
Dunja Stekić
Introduction. Sexually transmitted diseases are a public health, medical and social problem. They are among the five most common diseases in the world. Knowledge about sexually transmitted infections and protection from them is one of the most important methods of prevention and protection of sexual and reproductive health. Objectives. The main aim of this paper was to determine the knowledge of persons with visual impairments about sexually transmitted diseases. Other objectives included determining the differences between knowledge of persons with and without visual impairments about sexually transmitted diseases and determining gender, age, and educational differences. Methods. The study included 50 participants with visual impairment and 50 participants without visual impairment, equal in gender, age, and level of education. Data were collected online in May 2020. The Illustrative Questionnaire for Interview-Surveys with Young People was used for this purpose. Results. The main results showed a statistically significant difference between persons with and those without visual impairment in terms of knowledge about the types of sexually transmitted diseases. In the subsample of participants with visual impairment, there were statistically significant differences related to gender, but no age and educational differences. Conclusion. It is necessary to pay more attention to people with visual impairment with regard to sexual and reproductive health through the organization of training and workshops in order to increase knowledge on this topic.
{"title":"Knowledge of persons with visual impairment and typically developing persons about sexually transmitted diseases","authors":"Dunja Stekić","doi":"10.5937/specedreh21-36240","DOIUrl":"https://doi.org/10.5937/specedreh21-36240","url":null,"abstract":"Introduction. Sexually transmitted diseases are a public health, medical and social problem. They are among the five most common diseases in the world. Knowledge about sexually transmitted infections and protection from them is one of the most important methods of prevention and protection of sexual and reproductive health. Objectives. The main aim of this paper was to determine the knowledge of persons with visual impairments about sexually transmitted diseases. Other objectives included determining the differences between knowledge of persons with and without visual impairments about sexually transmitted diseases and determining gender, age, and educational differences. Methods. The study included 50 participants with visual impairment and 50 participants without visual impairment, equal in gender, age, and level of education. Data were collected online in May 2020. The Illustrative Questionnaire for Interview-Surveys with Young People was used for this purpose. Results. The main results showed a statistically significant difference between persons with and those without visual impairment in terms of knowledge about the types of sexually transmitted diseases. In the subsample of participants with visual impairment, there were statistically significant differences related to gender, but no age and educational differences. Conclusion. It is necessary to pay more attention to people with visual impairment with regard to sexual and reproductive health through the organization of training and workshops in order to increase knowledge on this topic.","PeriodicalId":36810,"journal":{"name":"Specijalna Edukacija i Rehabilitacija","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71078541","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 : 2022-01-01DOI: 10.5937/specedreh21-34279
Mirjana Japundža-Milisavljević, Aleksandra Đurić-Zdravković, Biljana Milanović-Dobrota
Introduction. The attitudes of educators towards inclusive education are a significant factor in successful education of students with disabilities. Objectives. The objectives of this research were to assess the attitudes of educators towards inclusion as well as to determine the differences in the attitudes between class teachers, primary school teachers and secondary school teachers. The specific objectives were to identify the differences in attitudes of teachers in relation to age and experience in working with students with disabilities. Methods. The survey was conducted on a convenient sample of 101 teachers, of both sexes (female 67.3% and 32.7% male), 24 to 53 years of age. Class teachers made up 38.6% of the sample, 33.8% were primary school teachers and 27.6% were secondary school teachers. Less than half of the respondents (43.6%) had experience in educating students with disabilities. A revised Opinions Relative to Integration of Students with Disabilities was applied. Results. The results indicate that most class teachers had a negative attitude, while the average scores of teachers in primary and secondary schools were grouped around neutral attitudes towards inclusive education. Younger teachers without experience in inclusive teaching believed that inclusive education was important for students with disabilities. Senior teachers recognized the problems of inclusive education. Conclusion. Based on the obtained data, we think that it is necessary to provide teachers with quality and continuous support of special educators in order to acquire informal experience, significantly reduce the number of students in classes, and provide material resources during inclusive teaching.
{"title":"Educators' attitudes towards inclusive education","authors":"Mirjana Japundža-Milisavljević, Aleksandra Đurić-Zdravković, Biljana Milanović-Dobrota","doi":"10.5937/specedreh21-34279","DOIUrl":"https://doi.org/10.5937/specedreh21-34279","url":null,"abstract":"Introduction. The attitudes of educators towards inclusive education are a significant factor in successful education of students with disabilities. Objectives. The objectives of this research were to assess the attitudes of educators towards inclusion as well as to determine the differences in the attitudes between class teachers, primary school teachers and secondary school teachers. The specific objectives were to identify the differences in attitudes of teachers in relation to age and experience in working with students with disabilities. Methods. The survey was conducted on a convenient sample of 101 teachers, of both sexes (female 67.3% and 32.7% male), 24 to 53 years of age. Class teachers made up 38.6% of the sample, 33.8% were primary school teachers and 27.6% were secondary school teachers. Less than half of the respondents (43.6%) had experience in educating students with disabilities. A revised Opinions Relative to Integration of Students with Disabilities was applied. Results. The results indicate that most class teachers had a negative attitude, while the average scores of teachers in primary and secondary schools were grouped around neutral attitudes towards inclusive education. Younger teachers without experience in inclusive teaching believed that inclusive education was important for students with disabilities. Senior teachers recognized the problems of inclusive education. Conclusion. Based on the obtained data, we think that it is necessary to provide teachers with quality and continuous support of special educators in order to acquire informal experience, significantly reduce the number of students in classes, and provide material resources during inclusive teaching.","PeriodicalId":36810,"journal":{"name":"Specijalna Edukacija i Rehabilitacija","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71077722","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 : 2022-01-01DOI: 10.5937/specedreh21-37625
Andrijana Bakoč
Introduction. Attitudes of typically developing students, their preparation for acceptance, and cooperation with peers with disabilities are important factors for the realization and success of inclusive education. Objective. The aim of the research was to determine the attitudes of typically developing students toward inclusive education and their relation to the attitudes toward people with disabilities, frequency of contact, classroom climate, gender, and class. Methods. The sample included 331 students from 3rd to 5th grade of regular primary school. The sample was divided into two subsamples: participants attending inclusive and non-inclusive classes. The following scales were used for evaluation: Peer Attitude Toward the Handicapped Scale, Chedoke-McMaster Attitudes Towards Children with Handicaps Scale, The Contact with Disabled Persons Scale, and My Class Inventory. Results. The results show that students' attitudes toward inclusive education of peers with disabilities are mostly negative. The most important predictors of their attitudes were: frequency of contact, disagreements, competitiveness, and grade. On the other hand, attending classes with peers with disabilities, attitudes toward them, satisfaction with the class, and gender were not the predictors of importance. Conclusion. The results indicate the need for early preparation of students with typical development for joint education with peers with disabilities through contact and nurturing a collaborative climate in the classroom.
{"title":"Attitudes of typically developing students toward inclusive education in the Republic of Srpska","authors":"Andrijana Bakoč","doi":"10.5937/specedreh21-37625","DOIUrl":"https://doi.org/10.5937/specedreh21-37625","url":null,"abstract":"Introduction. Attitudes of typically developing students, their preparation for acceptance, and cooperation with peers with disabilities are important factors for the realization and success of inclusive education. Objective. The aim of the research was to determine the attitudes of typically developing students toward inclusive education and their relation to the attitudes toward people with disabilities, frequency of contact, classroom climate, gender, and class. Methods. The sample included 331 students from 3rd to 5th grade of regular primary school. The sample was divided into two subsamples: participants attending inclusive and non-inclusive classes. The following scales were used for evaluation: Peer Attitude Toward the Handicapped Scale, Chedoke-McMaster Attitudes Towards Children with Handicaps Scale, The Contact with Disabled Persons Scale, and My Class Inventory. Results. The results show that students' attitudes toward inclusive education of peers with disabilities are mostly negative. The most important predictors of their attitudes were: frequency of contact, disagreements, competitiveness, and grade. On the other hand, attending classes with peers with disabilities, attitudes toward them, satisfaction with the class, and gender were not the predictors of importance. Conclusion. The results indicate the need for early preparation of students with typical development for joint education with peers with disabilities through contact and nurturing a collaborative climate in the classroom.","PeriodicalId":36810,"journal":{"name":"Specijalna Edukacija i Rehabilitacija","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71079161","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 : 2022-01-01DOI: 10.5937/specedreh21-39140
N. Glumbić, Mirjana Đorđević, B. Brojčin, M. Matović
Autism is a neurodevelopmental disorder that is often accompanied by various co-morbid conditions, among other things, thyroid diseases. One of the frequently used diagnostic methods to determine the appearance and function of the thyroid gland is scintigraphy. Although thyroid scintigraphy is routinely performed at Clinics for Nuclear Medicine, preparation for nuclear imaging can be very complex from the perspective of people with autism and the experts who support them. Many people with autism have trypanophobia (fear of needles), which is why they have to be specially prepared for venipuncture, during which radiopharmaceutical is injected into the organism. In addition, nuclear imaging with a gamma camera, though completely painless, can be very demanding for a patient with autism who must remain still, without speaking and vocalising during the entire imaging. Clinical staff may also face difficulties in implementing all other stages of this diagnostic procedure. Therefore, this paper proposes a set of evidence-based interventions that can be used to prepare people with autism for thyroid scintigraphy. Techniques of gradual exposure, extinction, reinforcement, modelling, and writing social stories, belonging to the category of focused interventions for people with autism, are proposed.
{"title":"Preparation of people with autism for thyroid scintigraphy","authors":"N. Glumbić, Mirjana Đorđević, B. Brojčin, M. Matović","doi":"10.5937/specedreh21-39140","DOIUrl":"https://doi.org/10.5937/specedreh21-39140","url":null,"abstract":"Autism is a neurodevelopmental disorder that is often accompanied by various co-morbid conditions, among other things, thyroid diseases. One of the frequently used diagnostic methods to determine the appearance and function of the thyroid gland is scintigraphy. Although thyroid scintigraphy is routinely performed at Clinics for Nuclear Medicine, preparation for nuclear imaging can be very complex from the perspective of people with autism and the experts who support them. Many people with autism have trypanophobia (fear of needles), which is why they have to be specially prepared for venipuncture, during which radiopharmaceutical is injected into the organism. In addition, nuclear imaging with a gamma camera, though completely painless, can be very demanding for a patient with autism who must remain still, without speaking and vocalising during the entire imaging. Clinical staff may also face difficulties in implementing all other stages of this diagnostic procedure. Therefore, this paper proposes a set of evidence-based interventions that can be used to prepare people with autism for thyroid scintigraphy. Techniques of gradual exposure, extinction, reinforcement, modelling, and writing social stories, belonging to the category of focused interventions for people with autism, are proposed.","PeriodicalId":36810,"journal":{"name":"Specijalna Edukacija i Rehabilitacija","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71079392","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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