Pub Date : 2022-01-01DOI: 10.5937/specedreh21-37192
T. Adaka, O. Adigun, James Lalu, T. Mngomezulu
Impaired teachers' self-efficacy has contributed to delays in the implementation of inclusive education in Nigeria. Unfortunately, several efforts established towards ensuring the actualization of the Salamanca Declaration in Nigeria are yet to produce desired results. Although some past studies identified a mentor-mentee approach as a model that promotes the efficient implementation of established policies, paucity of research evidence exists on the implication of mentor-mentee approaches on the construction of teachers' self-efficacy for inclusive education, particularly at the basic level of education. Objectives. This study was conducted to investigate the effect of mentorship on in-service regular teachers' self-efficacy towards the implementation of inclusive education at the basic education level in Gombe State, Nigeria. Methods. A quasi-experimental research design was adopted for the study, while a purposive sampling technique was used to select 42 participants aged between 20 and 45 (M = 33.90, SD = 6.35) from two local government areas of the Gombe South Senatorial District. Participants were assigned to treatment and control groups, with 21 participants in each group. The Teachers' Sense of Efficacy Scale (a = .81) was used for data collection. Data collected was analysed with an independent sample t-test. Results. Findings showed the efficacy of a mentoring training program on the self-efficacy of in-service regular teachers towards effective implementation of inclusive education at the basic level of education. Also, male and older teachers had higher self-efficacy for the implementation of Inclusive education at the basic education level. Conclusion. Mentorship programs significantly facilitate the achievement of inclusive education, particularly at the basic level of education. Welldesigned mentorship programs for early career in-service regular teachers would equip them with an orientation that would guide them towards effective implementation of inclusive education at the basic level of education. Based on the outcome of the study appropriate mentorship strategy for novice teachers was recommended.
{"title":"Effect of mentorship on regular teachers' selfefficacy towards implementation of inclusive education at basic education level","authors":"T. Adaka, O. Adigun, James Lalu, T. Mngomezulu","doi":"10.5937/specedreh21-37192","DOIUrl":"https://doi.org/10.5937/specedreh21-37192","url":null,"abstract":"Impaired teachers' self-efficacy has contributed to delays in the implementation of inclusive education in Nigeria. Unfortunately, several efforts established towards ensuring the actualization of the Salamanca Declaration in Nigeria are yet to produce desired results. Although some past studies identified a mentor-mentee approach as a model that promotes the efficient implementation of established policies, paucity of research evidence exists on the implication of mentor-mentee approaches on the construction of teachers' self-efficacy for inclusive education, particularly at the basic level of education. Objectives. This study was conducted to investigate the effect of mentorship on in-service regular teachers' self-efficacy towards the implementation of inclusive education at the basic education level in Gombe State, Nigeria. Methods. A quasi-experimental research design was adopted for the study, while a purposive sampling technique was used to select 42 participants aged between 20 and 45 (M = 33.90, SD = 6.35) from two local government areas of the Gombe South Senatorial District. Participants were assigned to treatment and control groups, with 21 participants in each group. The Teachers' Sense of Efficacy Scale (a = .81) was used for data collection. Data collected was analysed with an independent sample t-test. Results. Findings showed the efficacy of a mentoring training program on the self-efficacy of in-service regular teachers towards effective implementation of inclusive education at the basic level of education. Also, male and older teachers had higher self-efficacy for the implementation of Inclusive education at the basic education level. Conclusion. Mentorship programs significantly facilitate the achievement of inclusive education, particularly at the basic level of education. Welldesigned mentorship programs for early career in-service regular teachers would equip them with an orientation that would guide them towards effective implementation of inclusive education at the basic level of education. Based on the outcome of the study appropriate mentorship strategy for novice teachers was recommended.","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":"71078740","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/specedreh21-34893
Milena Nikolić, Stevan Šeatović
Research suggests a link between socially desirable responses (SDR) and attitudes towards people with disabilities. Objectives. The main aim was to examine the relationship between the expressed tendency of education and rehabilitation students to give socially desirable responses, the expressed discomfort and fear in interactions, and the frequency of contact with people with intellectual disabilities. The specific objectives of the research were: to examine whether there was a difference in the manifestation of socially desirable responses, discomfort and fear, and the frequency of contact with regard to the year of study and the study program; to examine the relationship between discomfort and fear and the frequency of contact while controlling socially desirable responses; to determine which variables affected the expression of discomfort and fear. Methods. The survey was conducted on a convenient sample of 100 students of education and rehabilitation. Seventy-one percent of students attended the first and second year, while 29.0% attended the third and fourth year. Fifty-eight percent of students attended Special Education and Rehabilitation, 27.0% attended Speech and Language Pathology and Audiology, and 15% attended Behavioral Disorders. The Scale for Social Desirability, the Interaction with Disabled Persons Scale, and the Contact with Disabled Persons Scale were applied. Results. The results showed a weak negative correlation between discomfort and fear and the propensity to SDR, frequency of contact, and the year of study. The correlations between discomfort and fear and the frequency of contact were statistically significant even when socially desirable responses were controlled. There were no differences with regard to the study program. The difference regarding the year of study existed in the manifestation of discomfort and fear, where first and second-year students achieved the highest score. The tendency to give socially desirable responses and the year of study had the greatest impact on the expressed level of discomfort and fear. Conclusion. Future research on attitudes towards people with disabilities should consider the tendency towards socially desirable responses and try to control it.
{"title":"Socially desirable responses and attitudes towards people with intellectual disabilities in education and rehabilitation students","authors":"Milena Nikolić, Stevan Šeatović","doi":"10.5937/specedreh21-34893","DOIUrl":"https://doi.org/10.5937/specedreh21-34893","url":null,"abstract":"Research suggests a link between socially desirable responses (SDR) and attitudes towards people with disabilities. Objectives. The main aim was to examine the relationship between the expressed tendency of education and rehabilitation students to give socially desirable responses, the expressed discomfort and fear in interactions, and the frequency of contact with people with intellectual disabilities. The specific objectives of the research were: to examine whether there was a difference in the manifestation of socially desirable responses, discomfort and fear, and the frequency of contact with regard to the year of study and the study program; to examine the relationship between discomfort and fear and the frequency of contact while controlling socially desirable responses; to determine which variables affected the expression of discomfort and fear. Methods. The survey was conducted on a convenient sample of 100 students of education and rehabilitation. Seventy-one percent of students attended the first and second year, while 29.0% attended the third and fourth year. Fifty-eight percent of students attended Special Education and Rehabilitation, 27.0% attended Speech and Language Pathology and Audiology, and 15% attended Behavioral Disorders. The Scale for Social Desirability, the Interaction with Disabled Persons Scale, and the Contact with Disabled Persons Scale were applied. Results. The results showed a weak negative correlation between discomfort and fear and the propensity to SDR, frequency of contact, and the year of study. The correlations between discomfort and fear and the frequency of contact were statistically significant even when socially desirable responses were controlled. There were no differences with regard to the study program. The difference regarding the year of study existed in the manifestation of discomfort and fear, where first and second-year students achieved the highest score. The tendency to give socially desirable responses and the year of study had the greatest impact on the expressed level of discomfort and fear. Conclusion. Future research on attitudes towards people with disabilities should consider the tendency towards socially desirable responses and try to control it.","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":"71077881","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/specedreh21-35507
Ksenija Stanimirov, Branka Jablan, L. Mijatović, Aleksandra Grbović
Quality of life is a broad and complex construct. World Health Organization refers to it as an "individual's perception of their position in life (…) in relation to their goals, expectations, standards, and concerns". Reduced visual functions have a negative impact on the overall individual's functioning. Difficulties in accessing visual information and problems in orientation and mobility create significant limitations in performing daily activities and lead to diminished opportunities for education, work, social participation, and leisure. Limited participation in the aforementioned areas with lower social interactions have a negative impact on the individual's quality of life. However, it is unclear whether this construct of people with visual impairment is compromised due to reduced ability to perform daily activities or due to difficulties in establishing social interactions. Objectives. In an effort to indicate the consequences of visual impairment on quality of life, the goal of this research was to determine the objective quality of life in adults with different visual status when controlling the age. Methods. The Comprehensive Quality of Life Scale was used to evaluate the quality of life. The sample consisted of 175 people - 92 participants with visual impairment and 83 participants without structural or functional problems in the visual system. Results. Results of eight one-way ANCOVAs indicated a significant effect of visual status on Objective quality of life in total (p < .001) and on its four domains: Material well-being, Health, Productivity, Place in Community. Conclusion. The effects of different visual status on the observed construct revealed when age as a variable is controlled.
{"title":"Objective indicators of quality of life in people with different visual status","authors":"Ksenija Stanimirov, Branka Jablan, L. Mijatović, Aleksandra Grbović","doi":"10.5937/specedreh21-35507","DOIUrl":"https://doi.org/10.5937/specedreh21-35507","url":null,"abstract":"Quality of life is a broad and complex construct. World Health Organization refers to it as an \"individual's perception of their position in life (…) in relation to their goals, expectations, standards, and concerns\". Reduced visual functions have a negative impact on the overall individual's functioning. Difficulties in accessing visual information and problems in orientation and mobility create significant limitations in performing daily activities and lead to diminished opportunities for education, work, social participation, and leisure. Limited participation in the aforementioned areas with lower social interactions have a negative impact on the individual's quality of life. However, it is unclear whether this construct of people with visual impairment is compromised due to reduced ability to perform daily activities or due to difficulties in establishing social interactions. Objectives. In an effort to indicate the consequences of visual impairment on quality of life, the goal of this research was to determine the objective quality of life in adults with different visual status when controlling the age. Methods. The Comprehensive Quality of Life Scale was used to evaluate the quality of life. The sample consisted of 175 people - 92 participants with visual impairment and 83 participants without structural or functional problems in the visual system. Results. Results of eight one-way ANCOVAs indicated a significant effect of visual status on Objective quality of life in total (p < .001) and on its four domains: Material well-being, Health, Productivity, Place in Community. Conclusion. The effects of different visual status on the observed construct revealed when age as a variable is controlled.","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":"71078188","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/specedreh21-38710
Jasmina Karić, Milena Kordić
Introduction. An inclusive approach to sports means opening up opportunities for deaf people to participate in sports activities equally to the hearing population. The paper deals with attitudes toward deafness from the perspective of sports coaches, who represent an important factor in creating an inclusive sports environment. Objectives. The aim of this research was to determine the orientation of sports coaches' attitudes toward deafness. As part of the research tasks, attitudes were examined in relation to age, gender, level of education and the type of sport the coaches practice. Methods. The research was conducted on a sample of 39 participants within the population of sports coaches. The sample consisted mostly of male subjects (66.7 %) 24 to 60 years of age, with the average age being 30.8 (SD = 7.61). Most participants completed undergraduate academic studies (43.6%). The majority of the sample were team sports coaches (82.1%). The Attitudes to Deafness Scale was used as an instrument. Results. The results showed that sports coaches were neutral in their attitudes toward deafness. Age, gender, level of education, and the type of sport did not appear to be significant factors in their attitudes toward deafness. Conclusion. Future research can focus on tests that will test the presence and influence of joint contact between sports coaches and deaf people on their attitudes toward deafness. The dominance of neutral and negative attitudes potentially represents an obstacle to the social inclusion of the deaf through sports and challenges experts dealing with the deaf population to subtly influence the change of attitudes of sports coaches toward deafness in adequate ways.
{"title":"Attitudes of sports coaches toward deafness as an indicator of creating an inclusive climate","authors":"Jasmina Karić, Milena Kordić","doi":"10.5937/specedreh21-38710","DOIUrl":"https://doi.org/10.5937/specedreh21-38710","url":null,"abstract":"Introduction. An inclusive approach to sports means opening up opportunities for deaf people to participate in sports activities equally to the hearing population. The paper deals with attitudes toward deafness from the perspective of sports coaches, who represent an important factor in creating an inclusive sports environment. Objectives. The aim of this research was to determine the orientation of sports coaches' attitudes toward deafness. As part of the research tasks, attitudes were examined in relation to age, gender, level of education and the type of sport the coaches practice. Methods. The research was conducted on a sample of 39 participants within the population of sports coaches. The sample consisted mostly of male subjects (66.7 %) 24 to 60 years of age, with the average age being 30.8 (SD = 7.61). Most participants completed undergraduate academic studies (43.6%). The majority of the sample were team sports coaches (82.1%). The Attitudes to Deafness Scale was used as an instrument. Results. The results showed that sports coaches were neutral in their attitudes toward deafness. Age, gender, level of education, and the type of sport did not appear to be significant factors in their attitudes toward deafness. Conclusion. Future research can focus on tests that will test the presence and influence of joint contact between sports coaches and deaf people on their attitudes toward deafness. The dominance of neutral and negative attitudes potentially represents an obstacle to the social inclusion of the deaf through sports and challenges experts dealing with the deaf population to subtly influence the change of attitudes of sports coaches toward deafness in adequate ways.","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":"71079241","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 : 2021-01-01DOI: 10.5937/specedreh20-32979
M. Đurišić, Vesna Žunić-Pavlović
Introduction. It has long been established that school climate can influence the course and outcomes of education, but the findings of previous research are inconsistent as to which elements of school climate are crucial for positive outcomes. This paper provides a more detailed insight into the individual contribution of the dimensions and determinants of school climate for adaptive functioning of students. Objective. The objective of the research was to consider the patterns of the relationship between the quality of school climate and its determinants (program, process and material) and adaptive characteristics of students. Methods. The research was conducted in five primary schools in Belgrade. The Charles F. Kettering, Ltd. - CFK School Climate Profile was used to assess school climate, and the TRF Adaptive Functioning Profile was used to assess adaptive characteristics of students. Both questionnaires were completed by primary school teachers. Results. Positive correlations were found between the quality of school climate, program, process and material determinants, on the one hand and, on the other hand, adaptive characteristics of students. Based on the results of regression analysis, the program determinants of school climate were singled out as the only significant predictor. Conclusion. The results of this research confirm that a good school climate, and especially school programs and practices in the domain of learning and teaching, can contribute to adaptive characteristics of students. Based on the obtained results, the paper describes the implications for future research and practice in this field.
介绍。学校气候可以影响教育的过程和结果，这一点早已被确立，但对于学校气候的哪些因素对积极的结果至关重要，以往的研究结果并不一致。本文提供了一个更详细的见解，以个人贡献的维度和决定因素的学校气候对学生的适应功能。目标。研究的目的是考虑学校气候质量及其决定因素(程序、过程和材料)与学生适应特征之间的关系模式。方法。这项研究在贝尔格莱德的五所小学进行。采用Charles F. Kettering, Ltd. - CFK学校气候概况评估学校气候，采用TRF适应功能概况评估学生的适应特征。两份问卷均由小学教师完成。结果。研究发现，一方面，学校气候、项目、过程和物质决定因素的质量与另一方面，学生的适应特征之间存在正相关关系。根据回归分析的结果，学校气氛的节目决定因素被挑出来作为唯一显著的预测因子。结论。本研究的结果证实了良好的学校氛围，特别是在学习和教学领域的学校计划和实践，可以促进学生的适应特征。在此基础上，提出了对该领域未来研究和实践的启示。
{"title":"School climate and adaptive characteristics of younger primary school students","authors":"M. Đurišić, Vesna Žunić-Pavlović","doi":"10.5937/specedreh20-32979","DOIUrl":"https://doi.org/10.5937/specedreh20-32979","url":null,"abstract":"Introduction. It has long been established that school climate can influence the course and outcomes of education, but the findings of previous research are inconsistent as to which elements of school climate are crucial for positive outcomes. This paper provides a more detailed insight into the individual contribution of the dimensions and determinants of school climate for adaptive functioning of students. Objective. The objective of the research was to consider the patterns of the relationship between the quality of school climate and its determinants (program, process and material) and adaptive characteristics of students. Methods. The research was conducted in five primary schools in Belgrade. The Charles F. Kettering, Ltd. - CFK School Climate Profile was used to assess school climate, and the TRF Adaptive Functioning Profile was used to assess adaptive characteristics of students. Both questionnaires were completed by primary school teachers. Results. Positive correlations were found between the quality of school climate, program, process and material determinants, on the one hand and, on the other hand, adaptive characteristics of students. Based on the results of regression analysis, the program determinants of school climate were singled out as the only significant predictor. Conclusion. The results of this research confirm that a good school climate, and especially school programs and practices in the domain of learning and teaching, can contribute to adaptive characteristics of students. Based on the obtained results, the paper describes the implications for future research and practice in this field.","PeriodicalId":36810,"journal":{"name":"Specijalna Edukacija i Rehabilitacija","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71077960","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 : 2021-01-01DOI: 10.5937/SPECEDREH20-30163
D. Perić, B. Milićević-Marinković
Introduction. Numerous studies have proven the significant positive impact of regular physical activity on the condition of people with intellectual disability. In practice, various adapted sports activities are increasingly used for children and adolescents with disabilities. Objectives. The current feasibility study determined the effect of soccer program on some psychosocial characteristics in adolescents with Down syndrome. Methods. 20 adolescents were recruited and randomized into two groups (the experimental group vs. the control group). Adolescents placed in the experimental group followed an adapted soccer program twice a week for 16 weeks. Adolescents placed in the control group continued with their usual daily routine during the experimental period. The level of aggression, attention problems, the level of anxiety and depression, and social problems were assessed. Results. The experimental group had significant improvements in all psychosocial variables. At the same time, no significant changes were registered in the control group. Conclusion. The results suggest that the soccer program can decrease the level of aggression, anxiety and depression, increase attention and improve social behavior in adolescents with DS.
{"title":"The impact of adapted soccer program on psychosocial behavior in adolescents with Down syndrome","authors":"D. Perić, B. Milićević-Marinković","doi":"10.5937/SPECEDREH20-30163","DOIUrl":"https://doi.org/10.5937/SPECEDREH20-30163","url":null,"abstract":"Introduction. Numerous studies have proven the significant positive impact of regular physical activity on the condition of people with intellectual disability. In practice, various adapted sports activities are increasingly used for children and adolescents with disabilities. Objectives. The current feasibility study determined the effect of soccer program on some psychosocial characteristics in adolescents with Down syndrome. Methods. 20 adolescents were recruited and randomized into two groups (the experimental group vs. the control group). Adolescents placed in the experimental group followed an adapted soccer program twice a week for 16 weeks. Adolescents placed in the control group continued with their usual daily routine during the experimental period. The level of aggression, attention problems, the level of anxiety and depression, and social problems were assessed. Results. The experimental group had significant improvements in all psychosocial variables. At the same time, no significant changes were registered in the control group. Conclusion. The results suggest that the soccer program can decrease the level of aggression, anxiety and depression, increase attention and improve social behavior in adolescents with DS.","PeriodicalId":36810,"journal":{"name":"Specijalna Edukacija i Rehabilitacija","volume":"20 1","pages":"17-33"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71078001","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 : 2021-01-01DOI: 10.5937/specedreh20-32793
I. Stojković, T. Vukosavljević-Gvozden
Introduction. The use of online social networks has become widespread among the young. Although it may have beneficial effects, it has been established that some people develop problematic or excessive use of social networks which may negatively impact their psychosocial functioning. Objective. The aim of the present study was to investigate social networks use among emerging adults and to explore whether irrational and rational beliefs as conceptualized within the Rational-Emotive & Cognitive-Behavior Therapy (RE&CBT) framework predict problematic social networks use. Following RE&CBT framework, we hypothesized that irrational beliefs are positively, and rational beliefs negatively related to problematic social networks use. Methods. The sample included 210 emerging adults (age range 18-26, M = 21.08, SD = 2.02), 59.0% females. Serbian version of the General Attitude and Belief Scale (SGABS) was used for the assessment of irrational and rational beliefs. Serbian version of Internet Addiction Test was adapted for the assessment of problematic social networks use. Results. The results supported the hypothesis that irrational beliefs are positively related to problematic social networks use. When controlling for intercorrelations between beliefs, demands for love and approval from others stood out as a single significant predictor of problematic social networks use. Rational beliefs were unrelated to problematic social networks use, thus not supporting the hypothesis. Conclusion. The results suggest that RE&CBT approach, which has been proven to be efficacious in prevention of various problems of psychosocial functioning may also provide framework for supporting young people to use social networks in a constructive way.
{"title":"Use of social networks in emerging adults: The role of irrational beliefs","authors":"I. Stojković, T. Vukosavljević-Gvozden","doi":"10.5937/specedreh20-32793","DOIUrl":"https://doi.org/10.5937/specedreh20-32793","url":null,"abstract":"Introduction. The use of online social networks has become widespread among the young. Although it may have beneficial effects, it has been established that some people develop problematic or excessive use of social networks which may negatively impact their psychosocial functioning. Objective. The aim of the present study was to investigate social networks use among emerging adults and to explore whether irrational and rational beliefs as conceptualized within the Rational-Emotive & Cognitive-Behavior Therapy (RE&CBT) framework predict problematic social networks use. Following RE&CBT framework, we hypothesized that irrational beliefs are positively, and rational beliefs negatively related to problematic social networks use. Methods. The sample included 210 emerging adults (age range 18-26, M = 21.08, SD = 2.02), 59.0% females. Serbian version of the General Attitude and Belief Scale (SGABS) was used for the assessment of irrational and rational beliefs. Serbian version of Internet Addiction Test was adapted for the assessment of problematic social networks use. Results. The results supported the hypothesis that irrational beliefs are positively related to problematic social networks use. When controlling for intercorrelations between beliefs, demands for love and approval from others stood out as a single significant predictor of problematic social networks use. Rational beliefs were unrelated to problematic social networks use, thus not supporting the hypothesis. Conclusion. The results suggest that RE&CBT approach, which has been proven to be efficacious in prevention of various problems of psychosocial functioning may also provide framework for supporting young people to use social networks in a constructive way.","PeriodicalId":36810,"journal":{"name":"Specijalna Edukacija i Rehabilitacija","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71077943","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 : 2021-01-01DOI: 10.5937/specedreh20-32634
Aleksandra Đurić-Zdravković, Mirjana Japundža-Milisavljević, I. Maksimovic, Ana Roknić
Introduction. Angelman syndrome, as a rare genetic and neurodevelopmental disorder characterized by severe intellectual deficit and falling behind in psychomotor development, represents a challenge for adequate and correct creation of individual (rehabilitation procedure. More precise determination of cognitive and speech profile is difficult due to integrative hypermotor behavior and attention and speech deficits. Objective. The aim of this paper was to analyze and summarize empirical data on clinical, cognitive and speech characteristics of Angelman syndrome. Methods. A systematic review of the literature published in peer-reviewed publications, from 2001 to June 5, 2021, was performed by searching electronic databases available through the service of the Serbian Library Consortium for Coordinated Acquisition - KOBSON. A "hand search" (Research Gate and Google Scholar) was also used. Results. The analyzed results of the research indicate that the presence of sensorimotor schemes that represent cognitive structures of the earliest childhood is characteristic for Angelman syndrome. Receptive speech skills are more developed than expressive ones, which usually do not exist. Supportive therapy, which includes interventions in early childhood, speech therapy and occupational programs, is very important for treatment within this clinical picture. Conclusion. It is necessary to improve the process of assessing cognitive and speech skills due to the targeted creation of an individual cognitive-speech developmental profile. It is also crucial to identify urgent areas that require treatment and in which individual and family support should be provided.
{"title":"Clinical and cognitive characteristics of Angelman syndrome","authors":"Aleksandra Đurić-Zdravković, Mirjana Japundža-Milisavljević, I. Maksimovic, Ana Roknić","doi":"10.5937/specedreh20-32634","DOIUrl":"https://doi.org/10.5937/specedreh20-32634","url":null,"abstract":"Introduction. Angelman syndrome, as a rare genetic and neurodevelopmental disorder characterized by severe intellectual deficit and falling behind in psychomotor development, represents a challenge for adequate and correct creation of individual (rehabilitation procedure. More precise determination of cognitive and speech profile is difficult due to integrative hypermotor behavior and attention and speech deficits. Objective. The aim of this paper was to analyze and summarize empirical data on clinical, cognitive and speech characteristics of Angelman syndrome. Methods. A systematic review of the literature published in peer-reviewed publications, from 2001 to June 5, 2021, was performed by searching electronic databases available through the service of the Serbian Library Consortium for Coordinated Acquisition - KOBSON. A \"hand search\" (Research Gate and Google Scholar) was also used. Results. The analyzed results of the research indicate that the presence of sensorimotor schemes that represent cognitive structures of the earliest childhood is characteristic for Angelman syndrome. Receptive speech skills are more developed than expressive ones, which usually do not exist. Supportive therapy, which includes interventions in early childhood, speech therapy and occupational programs, is very important for treatment within this clinical picture. Conclusion. It is necessary to improve the process of assessing cognitive and speech skills due to the targeted creation of an individual cognitive-speech developmental profile. It is also crucial to identify urgent areas that require treatment and in which individual and family support should be provided.","PeriodicalId":36810,"journal":{"name":"Specijalna Edukacija i Rehabilitacija","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71077933","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 : 2021-01-01DOI: 10.5937/specedreh20-33159
Ksenija Stanimirov, Aleksandra Grbović, M. Anđelković, Milorad Ljutica, Sanja Rakić
Introduction. Cerebral visual impairment is the leading cause of severe visual impairment and blindness in infants and children in high-income countries. The main cause of this condition is damage of higher visual pathways and brain centers which leads to problems in processing visual information. In the last 20 years, an increase in the prevalence of cerebral visual impairment has been observed, but this diagnosis as a cause of vision problems in Serbia is not common. Objectives. The aim of this study was to assess the awareness of ophthalmologists of cerebral visual impairment. Methods. The Questionnaire for the assessment of cerebral visual impairment (Maitreya et al., 2018) was translated into Serbian, and used for data collection. The sample consisted of 45 ophthalmologists employed on the territory of the Republic of Serbia. Results. Two thirds of ophthalmologists from the sample self-assessed their knowledge a slow (or nonexistent). However, the results showed that they had a satisfying level of awareness about cerebral visual impairment, and the majority of the participants correctly stated the most common risk factor for cerebral visual impairment. The highest awareness was observed in ophthalmologists who worked in health centers, those with more work experience, and especially those who primarily worked with children. Conclusion. Further informing the ophthalmologists about the diagnostic method of choice, symptomatology and differential diagnosis of cerebral visual impairment is desirable. Raising the awareness of doctors about this condition would lead to more frequent diagnoses, especially in babies with neurological impairments that are currently most likely misdiagnosed or unrecognized when it comes to their vision problems.
介绍。脑性视力障碍是高收入国家婴儿和儿童严重视力障碍和失明的主要原因。这种情况的主要原因是高级视觉通路和大脑中枢受损，导致视觉信息处理出现问题。在过去20年中，观察到脑性视力障碍的发病率有所增加，但这种诊断作为视力问题的原因在塞尔维亚并不常见。目标。本研究的目的是评估眼科医生对脑视力损害的认识。方法。将《脑视觉障碍评估问卷》(Maitreya et al.， 2018)翻译成塞尔维亚语，用于数据收集。样本包括在塞尔维亚共和国境内受雇的45名眼科医生。结果。样本中三分之二的眼科医生自我评估他们的知识是缓慢的(或不存在)。然而，结果显示，他们对脑视觉障碍有一个满意的认识水平，大多数参与者正确地说出了脑视觉障碍最常见的危险因素。在保健中心工作的眼科医生、工作经验较丰富的眼科医生，特别是主要与儿童打交道的眼科医生，对这种疾病的认识最高。结论。进一步告知眼科医生脑性视力障碍的诊断方法选择、症状学和鉴别诊断是可取的。提高医生对这种情况的认识将导致更频繁的诊断，特别是对于那些目前最有可能被误诊或未被识别的神经损伤婴儿，当涉及到他们的视力问题时。
{"title":"Ophthalmologists' awareness of cerebral visual impairment: Preliminary study","authors":"Ksenija Stanimirov, Aleksandra Grbović, M. Anđelković, Milorad Ljutica, Sanja Rakić","doi":"10.5937/specedreh20-33159","DOIUrl":"https://doi.org/10.5937/specedreh20-33159","url":null,"abstract":"Introduction. Cerebral visual impairment is the leading cause of severe visual impairment and blindness in infants and children in high-income countries. The main cause of this condition is damage of higher visual pathways and brain centers which leads to problems in processing visual information. In the last 20 years, an increase in the prevalence of cerebral visual impairment has been observed, but this diagnosis as a cause of vision problems in Serbia is not common. Objectives. The aim of this study was to assess the awareness of ophthalmologists of cerebral visual impairment. Methods. The Questionnaire for the assessment of cerebral visual impairment (Maitreya et al., 2018) was translated into Serbian, and used for data collection. The sample consisted of 45 ophthalmologists employed on the territory of the Republic of Serbia. Results. Two thirds of ophthalmologists from the sample self-assessed their knowledge a slow (or nonexistent). However, the results showed that they had a satisfying level of awareness about cerebral visual impairment, and the majority of the participants correctly stated the most common risk factor for cerebral visual impairment. The highest awareness was observed in ophthalmologists who worked in health centers, those with more work experience, and especially those who primarily worked with children. Conclusion. Further informing the ophthalmologists about the diagnostic method of choice, symptomatology and differential diagnosis of cerebral visual impairment is desirable. Raising the awareness of doctors about this condition would lead to more frequent diagnoses, especially in babies with neurological impairments that are currently most likely misdiagnosed or unrecognized when it comes to their vision problems.","PeriodicalId":36810,"journal":{"name":"Specijalna Edukacija i Rehabilitacija","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71078006","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 : 2021-01-01DOI: 10.5937/specedreh20-33182
Jovan Janjić, S. Nikolić, Danijela Ilić-Stošović
Introduction. Developmental coordination disorder is a disorder of planning and coordination of complex movements during action, without previously diagnosed intellectual disability, neurological or any other sensory impairment. Although it is a relatively common disorder in school-age population, the correlation between phonological awareness and spelling in these children has not been sufficiently investigated. Objective. The aim of this study was to determine the relationship between phonological awareness and spelling in children with developmental coordination disorder compared to children without coordination difficulty. Methods. The research included 65 children of the third grade of primary schools in Belgrade. Developmental coordination disorder was observed in 29 children, while 36 children did not have this disorder. The Questionnaire for Developmental Coordination Disorder was used to determine its presence. Phonological awareness was assessed by the Test of Phonological Awareness, and spelling by dictation. Results. The results show significant below-average achievements in the assessment of phonological awareness and spelling in children with developmental coordination disorder. Phonemic substitution was the least developed element of phonological awareness. The largest number of errors was observed at the word level, while substitution was the most common error at the syllabic and letter level. A positive correlation between phonemic segments and achievements in spelling indicates a relationship between the sublexical level and spelling development. Conclusion. Poor phonological awareness and spelling ability lead to learning disabilities during the educational process, which results in an overall poorer educational achievement in these children.
{"title":"Orthographic competencies and phonological awareness in children with developmental coordination disorder","authors":"Jovan Janjić, S. Nikolić, Danijela Ilić-Stošović","doi":"10.5937/specedreh20-33182","DOIUrl":"https://doi.org/10.5937/specedreh20-33182","url":null,"abstract":"Introduction. Developmental coordination disorder is a disorder of planning and coordination of complex movements during action, without previously diagnosed intellectual disability, neurological or any other sensory impairment. Although it is a relatively common disorder in school-age population, the correlation between phonological awareness and spelling in these children has not been sufficiently investigated. Objective. The aim of this study was to determine the relationship between phonological awareness and spelling in children with developmental coordination disorder compared to children without coordination difficulty. Methods. The research included 65 children of the third grade of primary schools in Belgrade. Developmental coordination disorder was observed in 29 children, while 36 children did not have this disorder. The Questionnaire for Developmental Coordination Disorder was used to determine its presence. Phonological awareness was assessed by the Test of Phonological Awareness, and spelling by dictation. Results. The results show significant below-average achievements in the assessment of phonological awareness and spelling in children with developmental coordination disorder. Phonemic substitution was the least developed element of phonological awareness. The largest number of errors was observed at the word level, while substitution was the most common error at the syllabic and letter level. A positive correlation between phonemic segments and achievements in spelling indicates a relationship between the sublexical level and spelling development. Conclusion. Poor phonological awareness and spelling ability lead to learning disabilities during the educational process, which results in an overall poorer educational achievement in these children.","PeriodicalId":36810,"journal":{"name":"Specijalna Edukacija i Rehabilitacija","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71078013","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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