Pub Date : 2022-01-01DOI: 10.5937/specedreh21-36276
Ivana Manić, Marija Marković
Introduction. Bullying is a phenomenon that implies an imbalance of power between peers. It refers to situations where there are repeated verbal and physical attacks, social exclusion, and emotional, psychological, and sexual abuse of one student by another/ other students, where the victim did not cause such behavior of the bully. Objective. The objective of this research was to determine teachers' attitudes towards the representation of certain forms of bullying and the specific characteristics of the victims. Methods. The sample consisted of 109 teachers from six primary and secondary schools in Pirot. A five-point Likert-type evaluation scale, designed for the purpose of the research, was used for data collection. Results. The research results show that verbal bullying is the most frequently observed form of bullying among students. Also, based on the teacher's views, it can be concluded that any student can become a victim of bullying, regardless of their specific characteristics. Conclusion. Verbal bullying was identified as the most pronounced form of bullying, while the specifics of students were not singled out as a risk factor at the individual level. Due to the fact that certain forms of bullying are more difficult to be noticed by adults, as well as the possibility that any student can become a victim of peer violence, the preventive action of the school, family, and other subsystems important for the upbringing and education of children is of great importance in preventing this phenomenon.
{"title":"Teachers' attitudes towards the prevalence of bullying and the specific characteristics of victims","authors":"Ivana Manić, Marija Marković","doi":"10.5937/specedreh21-36276","DOIUrl":"https://doi.org/10.5937/specedreh21-36276","url":null,"abstract":"Introduction. Bullying is a phenomenon that implies an imbalance of power between peers. It refers to situations where there are repeated verbal and physical attacks, social exclusion, and emotional, psychological, and sexual abuse of one student by another/ other students, where the victim did not cause such behavior of the bully. Objective. The objective of this research was to determine teachers' attitudes towards the representation of certain forms of bullying and the specific characteristics of the victims. Methods. The sample consisted of 109 teachers from six primary and secondary schools in Pirot. A five-point Likert-type evaluation scale, designed for the purpose of the research, was used for data collection. Results. The research results show that verbal bullying is the most frequently observed form of bullying among students. Also, based on the teacher's views, it can be concluded that any student can become a victim of bullying, regardless of their specific characteristics. Conclusion. Verbal bullying was identified as the most pronounced form of bullying, while the specifics of students were not singled out as a risk factor at the individual level. Due to the fact that certain forms of bullying are more difficult to be noticed by adults, as well as the possibility that any student can become a victim of peer violence, the preventive action of the school, family, and other subsystems important for the upbringing and education of children is of great importance in preventing this phenomenon.","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":"71078705","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/specedreh21-36486
P. Carrillo-López, Rubén Maneiro-Dios, J. Moral-García
Introduction. The aim of this study was to analyse the relationship between primary school students' perception of the Physical Education teacher's formative assessment practices in terms of their level of attention. Methods. In this descriptive cross-sectional study that included 172 students, attention was assessed through the Perception of Similarities and Differences test and the teacher's formative assessment practices through the teacher performance questionnaire associated with formative assessment practices whose scores were validated. Results. With regard to gender, Student's t-test showed no significant differences except for the number of errors in favour of males (p < .05). In relation to the level of attention, we detected statistically significant differences in metacognitive (p < .05) and retrospective (p < .05) formative assessment in favour of those with a lower level of attention. However, the linear regression test showed a negative association between attention and metacognitive formative assessment (R 2 = .28). Conclusion. It can be concluded that a lower level of attention seems to be associated with a higher perception of primary school students of metacognitive assessment practice associated with internal information processing and with retroactive assessment practice, which is related to the anticipation of learning difficulties. Being aware of the importance of formative assessment in the teaching-learning process, it would be advisable to involve the whole educational community in order to arouse interest among teachers, as it provides essential knowledge in their professional work, contributing to the improvement of academic development as well as to the comprehensive training of all schoolchildren.
{"title":"Formative assessment in Physical education and its relation to the level of attention of primary school children","authors":"P. Carrillo-López, Rubén Maneiro-Dios, J. Moral-García","doi":"10.5937/specedreh21-36486","DOIUrl":"https://doi.org/10.5937/specedreh21-36486","url":null,"abstract":"Introduction. The aim of this study was to analyse the relationship between primary school students' perception of the Physical Education teacher's formative assessment practices in terms of their level of attention. Methods. In this descriptive cross-sectional study that included 172 students, attention was assessed through the Perception of Similarities and Differences test and the teacher's formative assessment practices through the teacher performance questionnaire associated with formative assessment practices whose scores were validated. Results. With regard to gender, Student's t-test showed no significant differences except for the number of errors in favour of males (p < .05). In relation to the level of attention, we detected statistically significant differences in metacognitive (p < .05) and retrospective (p < .05) formative assessment in favour of those with a lower level of attention. However, the linear regression test showed a negative association between attention and metacognitive formative assessment (R 2 = .28). Conclusion. It can be concluded that a lower level of attention seems to be associated with a higher perception of primary school students of metacognitive assessment practice associated with internal information processing and with retroactive assessment practice, which is related to the anticipation of learning difficulties. Being aware of the importance of formative assessment in the teaching-learning process, it would be advisable to involve the whole educational community in order to arouse interest among teachers, as it provides essential knowledge in their professional work, contributing to the improvement of academic development as well as to the comprehensive training of all schoolchildren.","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":"71078959","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/specedreh21-37792
Osvaldo Hernández-González, R. Spencer-Contreras, la de, B. Mejias
Introduction. Students with autism spectrum disorder (ASD) experience clinical or subclinical levels of anxiety which problematizes the possibilities of communication and social interaction. Current educational demands require the exploration of variables linked to the mediation of teachers' responses to the anxiety of students with ASD. Objective. To propose a predictive model based on mediating variables of teachers' responses to the anxiety of students with ASD in inclusive schools. Methods. This manuscript is focused on the review of the variables: knowledge about ASD, emotional regulation strategies, experience in special/inclusive education, and teachers' attitudes towards inclusion. Results. The evidence suggests that the variables reviewed are key in the responses of teachers to the anxiety of students with ASD. Based on this finding, a model is proposed that associates high knowledge about ASD, cognitive reassessment as a strategy for emotional regulation, positive attitude, and experience in special and/ or inclusive education with responses from teachers that promote autonomy, while indicators such as low knowledge about students with ASD, expressive suppression as an emotional regulation strategy, negative attitude, and little experience in special and/ or inclusive education are related to responses that problematize anxiety symptoms in students with ASD. Conclusion. The predictive model proposed here is speculative, but theoretically, it paves the way for possible empirical studies that demonstrate its validity.
{"title":"Teachers' responses to anxiety in students with autism spectrum disorder: Proposal of a predictive model","authors":"Osvaldo Hernández-González, R. Spencer-Contreras, la de, B. Mejias","doi":"10.5937/specedreh21-37792","DOIUrl":"https://doi.org/10.5937/specedreh21-37792","url":null,"abstract":"Introduction. Students with autism spectrum disorder (ASD) experience clinical or subclinical levels of anxiety which problematizes the possibilities of communication and social interaction. Current educational demands require the exploration of variables linked to the mediation of teachers' responses to the anxiety of students with ASD. Objective. To propose a predictive model based on mediating variables of teachers' responses to the anxiety of students with ASD in inclusive schools. Methods. This manuscript is focused on the review of the variables: knowledge about ASD, emotional regulation strategies, experience in special/inclusive education, and teachers' attitudes towards inclusion. Results. The evidence suggests that the variables reviewed are key in the responses of teachers to the anxiety of students with ASD. Based on this finding, a model is proposed that associates high knowledge about ASD, cognitive reassessment as a strategy for emotional regulation, positive attitude, and experience in special and/ or inclusive education with responses from teachers that promote autonomy, while indicators such as low knowledge about students with ASD, expressive suppression as an emotional regulation strategy, negative attitude, and little experience in special and/ or inclusive education are related to responses that problematize anxiety symptoms in students with ASD. Conclusion. The predictive model proposed here is speculative, but theoretically, it paves the way for possible empirical studies that demonstrate its validity.","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":"71079222","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/specedreh21-34554
Katarina Šarčević-Ivić-Hofman, Bernarda Veseličić, Ivana Smolčić-Jerković
Given the dependence on other people and special services, and their increased susceptibility to COVID-19 infection, people with disabilities can be considered a vulnerable group in this crisis. Therefore, it was interesting to examine the differences in various emotional states in people with disabilities. Objectives. The first objective was to determine whether there was a difference between the experienced emotional states (loneliness, helplessness, insecurity, happiness, fulfillment, security) before and since the beginning of the pandemic. The second objective was to examine whether there was a difference between the experienced emotional states in relation to the number of household members. Methods. The study included a total of 230 participants, 52.2% of whom were male and 47.8% female. Data were collected through an online survey, and a small percentage of participants used the paper-pencil survey method. Data collection lasted for two months, from January to March 2021. A part of the online form contained questions about emotional states before and during the COVID-19 pandemic in relation to the number of household members. Results. The t-test for dependent samples and a series of ANOVA were conducted. The results of the conducted t-tests for each emotional state indicated a statistically significant difference in the level of experience of each observed emotional state before and since the beginning of the pandemic. The results of the ANOVA showed that those who lived with three or more household members felt less lonely, insecure and helpless, and also happier and more fulfilled compared to those who lived alone or with one or two people. Conclusion. Our role is to think, devise, advocate and implement ways to improve and encourage mental health care, especially in people with disabilities, bearing in mind possible future crisis situations.
{"title":"Emotional changes in people with disabilities during the COVID-19 pandemic","authors":"Katarina Šarčević-Ivić-Hofman, Bernarda Veseličić, Ivana Smolčić-Jerković","doi":"10.5937/specedreh21-34554","DOIUrl":"https://doi.org/10.5937/specedreh21-34554","url":null,"abstract":"Given the dependence on other people and special services, and their increased susceptibility to COVID-19 infection, people with disabilities can be considered a vulnerable group in this crisis. Therefore, it was interesting to examine the differences in various emotional states in people with disabilities. Objectives. The first objective was to determine whether there was a difference between the experienced emotional states (loneliness, helplessness, insecurity, happiness, fulfillment, security) before and since the beginning of the pandemic. The second objective was to examine whether there was a difference between the experienced emotional states in relation to the number of household members. Methods. The study included a total of 230 participants, 52.2% of whom were male and 47.8% female. Data were collected through an online survey, and a small percentage of participants used the paper-pencil survey method. Data collection lasted for two months, from January to March 2021. A part of the online form contained questions about emotional states before and during the COVID-19 pandemic in relation to the number of household members. Results. The t-test for dependent samples and a series of ANOVA were conducted. The results of the conducted t-tests for each emotional state indicated a statistically significant difference in the level of experience of each observed emotional state before and since the beginning of the pandemic. The results of the ANOVA showed that those who lived with three or more household members felt less lonely, insecure and helpless, and also happier and more fulfilled compared to those who lived alone or with one or two people. Conclusion. Our role is to think, devise, advocate and implement ways to improve and encourage mental health care, especially in people with disabilities, bearing in mind possible future crisis situations.","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":"71077773","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/specedreh21-34559
Sanja Đoković, M. Gligorović, Sanja Ostojić-Zeljković
Introduction. The occurrence of atypical reactions to auditory sensory stimuli is observed in people with autism spectrum disorders (ASD) at an early age. Objective. The goal of this review was to analyze behavioural and electrophysiological examinations of auditory perception in people with ASD. Methods. The findings are organized according to the applied methodology and stimuli used in assessing auditory perception. Results. When compared to the typical population, identification and discrimination of isolated acoustic characteristics are mostly preserved or advanced in people with ASD, both for complex tones and spoken stimuli. The leading theories regarding auditory functioning of people with ASD indicate that peripheral (local) processing of sound details is preserved or advanced compared to the typical population and that difficulties arise in integrating locally analyzed information into a meaningful whole (global processing). The difference between these theories is that the Weak Central Coherence theory insists on a definite presence of deficiencies in global processing, whereas the Perceptual Functioning theory is not as exclusionary and indicates that the inconsistency in global processing can be present but is not requisite. Conclusion. It may be concluded that auditory perception and the processing of tone height are preserved or enhanced in people with ADS regardless of the type of the auditory stimulus. This may be explained by the increase of the auditory capacity for information processing, which is useful in some cases. However, in other cases, the same increased capacity results in processing unnecessary information, thereby increasing susceptibility to distraction.
{"title":"Auditory perception in people with autism spectrum disorders","authors":"Sanja Đoković, M. Gligorović, Sanja Ostojić-Zeljković","doi":"10.5937/specedreh21-34559","DOIUrl":"https://doi.org/10.5937/specedreh21-34559","url":null,"abstract":"Introduction. The occurrence of atypical reactions to auditory sensory stimuli is observed in people with autism spectrum disorders (ASD) at an early age. Objective. The goal of this review was to analyze behavioural and electrophysiological examinations of auditory perception in people with ASD. Methods. The findings are organized according to the applied methodology and stimuli used in assessing auditory perception. Results. When compared to the typical population, identification and discrimination of isolated acoustic characteristics are mostly preserved or advanced in people with ASD, both for complex tones and spoken stimuli. The leading theories regarding auditory functioning of people with ASD indicate that peripheral (local) processing of sound details is preserved or advanced compared to the typical population and that difficulties arise in integrating locally analyzed information into a meaningful whole (global processing). The difference between these theories is that the Weak Central Coherence theory insists on a definite presence of deficiencies in global processing, whereas the Perceptual Functioning theory is not as exclusionary and indicates that the inconsistency in global processing can be present but is not requisite. Conclusion. It may be concluded that auditory perception and the processing of tone height are preserved or enhanced in people with ADS regardless of the type of the auditory stimulus. This may be explained by the increase of the auditory capacity for information processing, which is useful in some cases. However, in other cases, the same increased capacity results in processing unnecessary information, thereby increasing susceptibility to distraction.","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":"71077789","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/specedreh21-35694
Ahmed Alduais, M. Deng
China provides special education students with the possibility of indirect enrolment in regular education (inclusion), attendance at special classes and regular education classes (mainstreaming), admission to special education schools (segregation), or admission to home education (exclusion). This promising large system of education has several shortfalls, such as the inadequacy of curriculum, the rivalry between segregation and inclusion trends, teacher preparation, and parents' awareness of their children's needs. Objectives. In-depth interviews were conducted to uncover these strengths and shortcomings from the perspective of Chinese stakeholders. Methods. Nine in-depth interviews were conducted with special education stakeholders in China. Results. Our findings present a detailed analysis that provides a visual summary of the main strengths, weaknesses, and suggestions for improvement, as well as specific features relevant to the Chinese context. Conclusion. The results of our study furthered this discussion by revealing our participants' long experience in the field and highlighting some of the current gaps - curriculum, teacher training, the rivalry between special education and inclusive education, and the need to increase parents' awareness of their children's rights in advance of a more inclusive society.
{"title":"Special education provision in China: Characteristics and challenges as perceived by stakeholders","authors":"Ahmed Alduais, M. Deng","doi":"10.5937/specedreh21-35694","DOIUrl":"https://doi.org/10.5937/specedreh21-35694","url":null,"abstract":"China provides special education students with the possibility of indirect enrolment in regular education (inclusion), attendance at special classes and regular education classes (mainstreaming), admission to special education schools (segregation), or admission to home education (exclusion). This promising large system of education has several shortfalls, such as the inadequacy of curriculum, the rivalry between segregation and inclusion trends, teacher preparation, and parents' awareness of their children's needs. Objectives. In-depth interviews were conducted to uncover these strengths and shortcomings from the perspective of Chinese stakeholders. Methods. Nine in-depth interviews were conducted with special education stakeholders in China. Results. Our findings present a detailed analysis that provides a visual summary of the main strengths, weaknesses, and suggestions for improvement, as well as specific features relevant to the Chinese context. Conclusion. The results of our study furthered this discussion by revealing our participants' long experience in the field and highlighting some of the current gaps - curriculum, teacher training, the rivalry between special education and inclusive education, and the need to increase parents' awareness of their children's rights in advance of a more inclusive society.","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":"71078264","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/specedreh21-36611
Bojana Drljan
Selective mutism (SM) is a disorder described from two aspects, psychological and language disorders. Researchers mainly focused on the psychological dimension of SM. However, there is an increasing number of studies indicating a significant speech and language (SL) impairment in children with SM and the possible connection between difficulties in language development and the occurrence of SM at school age. Objective. The aim of this paper was to review available research on SL deficits in children with SM, in order to clarify the cause-and-effect relationships between language and anxiety disorders in these children. Methods. Databases of the Library Consortium of Serbia and relevant Internet search engines were used for the literature search. Results. Nine research studies on SL abilities in children with SM are available in the literature. Mixed and expressive types of developmental language disorder, developmental phonological disorder, and language processing deficits are the most common SL impairments in children with SM. They occur significantly more frequently in children with SM than in children with anxiety disorders without SM and typically developing children. These deficits are often associated with learning disorders, social skills difficulties, and the risk of behavioral problems at school age. Conclusion. Existing studies have provided valuable insights into some aspects of the SL development in children with SM. However, the relationship between language deficits and anxiety symptoms is still not clear. Research on the early SL development in these children, which could shed light on the complex cause-and-effect dynamics of language and anxiety disorders seen in children with SM, is particularly scarce.
{"title":"Speech and language deficits in children with selective mutism: Cause, comorbidity, or consequences?","authors":"Bojana Drljan","doi":"10.5937/specedreh21-36611","DOIUrl":"https://doi.org/10.5937/specedreh21-36611","url":null,"abstract":"Selective mutism (SM) is a disorder described from two aspects, psychological and language disorders. Researchers mainly focused on the psychological dimension of SM. However, there is an increasing number of studies indicating a significant speech and language (SL) impairment in children with SM and the possible connection between difficulties in language development and the occurrence of SM at school age. Objective. The aim of this paper was to review available research on SL deficits in children with SM, in order to clarify the cause-and-effect relationships between language and anxiety disorders in these children. Methods. Databases of the Library Consortium of Serbia and relevant Internet search engines were used for the literature search. Results. Nine research studies on SL abilities in children with SM are available in the literature. Mixed and expressive types of developmental language disorder, developmental phonological disorder, and language processing deficits are the most common SL impairments in children with SM. They occur significantly more frequently in children with SM than in children with anxiety disorders without SM and typically developing children. These deficits are often associated with learning disorders, social skills difficulties, and the risk of behavioral problems at school age. Conclusion. Existing studies have provided valuable insights into some aspects of the SL development in children with SM. However, the relationship between language deficits and anxiety symptoms is still not clear. Research on the early SL development in these children, which could shed light on the complex cause-and-effect dynamics of language and anxiety disorders seen in children with SM, is particularly scarce.","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":"71078623","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/specedreh21-36888
Tea Petrusheva, Vladimir Trajkovski
Introduction. Autism spectrum disorder (ASD) has unclear etiology and no known universal treatment, making it difficult to obtain an accurate and timely diagnosis. The evidence that highlights the importance of early diagnosis and treatment is growing. Objective: The research was done to evaluate the impact of early diagnosis and its significance, as well as the effectiveness in obtaining the diagnosis in the past years and decades in Macedonia. Methods. We carried out a comparative analysis of the collected data from 95 subjects divided into three groups: 30 parents, 35 special educators and rehabilitators, and 30 members of the professional team that participated in diagnosing autism, using an original research tool in the form of three questionnaires. The data from the study refers to a research study conducted in Macedonia. Results. Many prenatal, perinatal, and postnatal factors can lead to ASD. The most common symptoms include: lack of speech, delayed speech for a specific age, not responding to their name, no eye contact, weak social skills, hyper/hyposensitivity, and isolation. Autism more frequently occurs isolated than accompanied by other conditions. The mean age of diagnosis used to be 5.6, while, in recent years, it has been 4.2. Children wait around 2.1 years from the first symptoms to obtain a diagnosis. Parents visit fewer institutions in the process of obtaining an ASD diagnosis. There is still a significant number of misdiagnoses. Conclusions. Many factors play a role in the occurrence of autism. There are a number of symptoms that appear in most cases. In the last decade, autism has been diagnosed earlier than before. The approach and process of diagnosing autism in Macedonia have improved.
{"title":"The importance of early diagnosis of autism spectrum disorder for adequate treatment and rehabilitation in Macedonia","authors":"Tea Petrusheva, Vladimir Trajkovski","doi":"10.5937/specedreh21-36888","DOIUrl":"https://doi.org/10.5937/specedreh21-36888","url":null,"abstract":"Introduction. Autism spectrum disorder (ASD) has unclear etiology and no known universal treatment, making it difficult to obtain an accurate and timely diagnosis. The evidence that highlights the importance of early diagnosis and treatment is growing. Objective: The research was done to evaluate the impact of early diagnosis and its significance, as well as the effectiveness in obtaining the diagnosis in the past years and decades in Macedonia. Methods. We carried out a comparative analysis of the collected data from 95 subjects divided into three groups: 30 parents, 35 special educators and rehabilitators, and 30 members of the professional team that participated in diagnosing autism, using an original research tool in the form of three questionnaires. The data from the study refers to a research study conducted in Macedonia. Results. Many prenatal, perinatal, and postnatal factors can lead to ASD. The most common symptoms include: lack of speech, delayed speech for a specific age, not responding to their name, no eye contact, weak social skills, hyper/hyposensitivity, and isolation. Autism more frequently occurs isolated than accompanied by other conditions. The mean age of diagnosis used to be 5.6, while, in recent years, it has been 4.2. Children wait around 2.1 years from the first symptoms to obtain a diagnosis. Parents visit fewer institutions in the process of obtaining an ASD diagnosis. There is still a significant number of misdiagnoses. Conclusions. Many factors play a role in the occurrence of autism. There are a number of symptoms that appear in most cases. In the last decade, autism has been diagnosed earlier than before. The approach and process of diagnosing autism in Macedonia have improved.","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":"71078712","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/specedreh21-36570
Maja Srzić, Ljubica Isaković, Mia Šešum
Introduction. Pictures in the comic-strip form are often used in practice as a means of examining the development of speech and language of children with hearing impairment. Objectives. The aim of the research was to establish the development of the lexicon and the level of content comprehension of pictures in the comic-strip format in written expression of students with hearing impairment 11-15 years of age (and to establish whether the age affected students' success and compare their results with their typical peers). Methods. A story in the comic-strip form, designed for the needs of this study, was used in the research. It comprised four pictures interconnected through the sequence of events. Each picture was allocated a number of expected answers. Results. The obtained results point to the difficulties in understanding the content of pictures in the comic-strip format in written expression of children with hearing impairment and their underdevelopment compared to their typical peers. It was observed that age had a partial effect on the development of vocabulary (no statistically significant differences) (t =-0.87, df = 122.9, p = .39). However, the trend of achievement with age was observed. Conclusion. We found that children with hearing impairment failed to understand the story, observe important elements, and comprehend the essence. The abstract side of the pictures in the series, which gives sense, was neglected, and thus, the conclusion was not made, nor was the message grasped.
介绍。在实践中，漫画形式的图片经常被用来作为一种检查听力障碍儿童言语和语言发展的手段。目标。本研究的目的是建立11-15岁听力障碍学生在书面表达中对连环画格式图片的词汇发展和内容理解水平(并确定年龄是否影响学生的成功，并将其与典型同龄人的结果进行比较)。方法。本研究采用了为本研究的需要而设计的连环画形式的故事。它由四幅画面组成，通过事件的顺序相互联系。每张图片都分配了一些预期答案。结果。本研究结果指出了听力障碍儿童在理解连环画形式的文字表达内容方面存在的困难，以及听力障碍儿童相对于正常同龄人的发育不足。年龄对词汇发展有部分影响(差异无统计学意义)(t =-0.87, df = 122.9, p = 0.39)。然而，成绩随年龄的增长有趋势。结论。我们发现，听力障碍儿童在理解故事、观察重要元素、理解本质方面存在一定的不足。这一系列图画中抽象的一面给人以意义，却被忽略了，因此，没有得出结论，也没有抓住其中的信息。
{"title":"The development of lexicon in children with hearing impairment in the context of interpreting pictures in comic-strip form","authors":"Maja Srzić, Ljubica Isaković, Mia Šešum","doi":"10.5937/specedreh21-36570","DOIUrl":"https://doi.org/10.5937/specedreh21-36570","url":null,"abstract":"Introduction. Pictures in the comic-strip form are often used in practice as a means of examining the development of speech and language of children with hearing impairment. Objectives. The aim of the research was to establish the development of the lexicon and the level of content comprehension of pictures in the comic-strip format in written expression of students with hearing impairment 11-15 years of age (and to establish whether the age affected students' success and compare their results with their typical peers). Methods. A story in the comic-strip form, designed for the needs of this study, was used in the research. It comprised four pictures interconnected through the sequence of events. Each picture was allocated a number of expected answers. Results. The obtained results point to the difficulties in understanding the content of pictures in the comic-strip format in written expression of children with hearing impairment and their underdevelopment compared to their typical peers. It was observed that age had a partial effect on the development of vocabulary (no statistically significant differences) (t =-0.87, df = 122.9, p = .39). However, the trend of achievement with age was observed. Conclusion. We found that children with hearing impairment failed to understand the story, observe important elements, and comprehend the essence. The abstract side of the pictures in the series, which gives sense, was neglected, and thus, the conclusion was not made, nor was the message grasped.","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":"71079015","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/specedreh21-35403
Nadica Jovanović-Simić, Ivana Arsenić, Zorica Daničić
Introduction. Maintaining and improving communication skills of people with severe motor deficits are the main goals of speech therapy. Brain-computer interface systems can be used as a means of communication in this group of users, since they allow them to control external devices with the help of brain activity. This assistive technology represents a new communication channel between the human brain and computers, or other devices. These systems translate the user's intention, reflected in brain signals, into the output used to control an external device, without muscular activity. Objective. The aim of this paper was to describe and list basic types and divisions of the brain-computer interface system, as well as their development for communication in people with severe motor deficits. Methods. A systematic review of the available literature was performed by searching electronic databases available through the service of the Serbian Library Consortium for Coordinated Acquisition - KOBSON, as well as through Google Scholar and Research Gate. Conclusion. Early communication systems, based on the interpretation of brain waves, provided answers to simple "yes/no" questions. After that, they were also used in spelling methods, whose speed became higher over time. The development of a brain-computer interface system aims to reduce the length of training, as time-consuming training is one of the main obstacles for the users. In addition, research in this area is aimed at improving performance in all parts of the communication system, as well as developing a reliable interface between users and computers.
{"title":"Application of brain-computer interface system in communication of people with severe motor deficits","authors":"Nadica Jovanović-Simić, Ivana Arsenić, Zorica Daničić","doi":"10.5937/specedreh21-35403","DOIUrl":"https://doi.org/10.5937/specedreh21-35403","url":null,"abstract":"Introduction. Maintaining and improving communication skills of people with severe motor deficits are the main goals of speech therapy. Brain-computer interface systems can be used as a means of communication in this group of users, since they allow them to control external devices with the help of brain activity. This assistive technology represents a new communication channel between the human brain and computers, or other devices. These systems translate the user's intention, reflected in brain signals, into the output used to control an external device, without muscular activity. Objective. The aim of this paper was to describe and list basic types and divisions of the brain-computer interface system, as well as their development for communication in people with severe motor deficits. Methods. A systematic review of the available literature was performed by searching electronic databases available through the service of the Serbian Library Consortium for Coordinated Acquisition - KOBSON, as well as through Google Scholar and Research Gate. Conclusion. Early communication systems, based on the interpretation of brain waves, provided answers to simple \"yes/no\" questions. After that, they were also used in spelling methods, whose speed became higher over time. The development of a brain-computer interface system aims to reduce the length of training, as time-consuming training is one of the main obstacles for the users. In addition, research in this area is aimed at improving performance in all parts of the communication system, as well as developing a reliable interface between users and computers.","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":"71078066","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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