Pub Date : 2021-01-01DOI: 10.5937/SPECEDREH20-31002
M. Corbí, Monica Tombolato, Lidia Bueno-Sánchez, Katrien Hermans, A. Valenti, Jorge Garcés-Ferrer, Alessandra M. Straniero, B. Brojčin, Cristina Mesquita, Evan Bonifacio, Berta Martini, S. Rodríguez-Cano, Michelle Milants, N. Glumbić
Introduction. The inclusion of students with disabilities in higher education is a fundamental right recognised by the legal system since its recognition in the United Nations Convention on the Rights of Persons with Disabilities. However, the measures adopted by European countries to promote their incorporation are not always accompanied by parallel training actions that provide university professors with the necessary knowledge to incorporate people with intellectual disabilities into the classroom with the same guarantees and opportunities as people without intellectual disabilities. Objective. This paper aims to provide specific data on the self-perceived training needs of university teaching staff and thus lay the foundations for a specific training programme. Methods. A cross-sectional study was carried out by means of a survey designed to collect the teachers' perceptions of their own competences and the effectiveness of their knowledge, as well as the importance they attached to some aspects of intellectual disability. The survey was administered to teachers in Serbia, the Netherlands, Portugal, Italy and Spain, with a total sample of 1009 teachers. Results. The results obtained showed that the perception of self-perceived competence in educational skills is dependent on three main factors: previous specific training, teaching experience with people with intellectual disabilities and own personal experiences. Conclusion. The present study demonstrated the concern and need of the teaching staff to obtain specific training on people with intellectual disabilities in higher education.
{"title":"Intellectual disability in higher education: Self-perceived training needs of university teachers","authors":"M. Corbí, Monica Tombolato, Lidia Bueno-Sánchez, Katrien Hermans, A. Valenti, Jorge Garcés-Ferrer, Alessandra M. Straniero, B. Brojčin, Cristina Mesquita, Evan Bonifacio, Berta Martini, S. Rodríguez-Cano, Michelle Milants, N. Glumbić","doi":"10.5937/SPECEDREH20-31002","DOIUrl":"https://doi.org/10.5937/SPECEDREH20-31002","url":null,"abstract":"Introduction. The inclusion of students with disabilities in higher education is a fundamental right recognised by the legal system since its recognition in the United Nations Convention on the Rights of Persons with Disabilities. However, the measures adopted by European countries to promote their incorporation are not always accompanied by parallel training actions that provide university professors with the necessary knowledge to incorporate people with intellectual disabilities into the classroom with the same guarantees and opportunities as people without intellectual disabilities. Objective. This paper aims to provide specific data on the self-perceived training needs of university teaching staff and thus lay the foundations for a specific training programme. Methods. A cross-sectional study was carried out by means of a survey designed to collect the teachers' perceptions of their own competences and the effectiveness of their knowledge, as well as the importance they attached to some aspects of intellectual disability. The survey was administered to teachers in Serbia, the Netherlands, Portugal, Italy and Spain, with a total sample of 1009 teachers. Results. The results obtained showed that the perception of self-perceived competence in educational skills is dependent on three main factors: previous specific training, teaching experience with people with intellectual disabilities and own personal experiences. Conclusion. The present study demonstrated the concern and need of the teaching staff to obtain specific training on people with intellectual disabilities in higher education.","PeriodicalId":36810,"journal":{"name":"Specijalna Edukacija i Rehabilitacija","volume":"20 1","pages":"1-15"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71078043","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/specedreh20-31843
Ivana Tomić, Milena Nikolić
Introduction. Successful implementation of inclusive education, among other things, depends on the attitudes of the participants in the process itself. Although teachers are considered a key factor in the implementation of inclusion, the role of parents should not be neglected. Objective. The main goal of the paper was to examine the attitudes of parents of typically developing children towards the inclusion of children with disabilities, and to examine the impact of gender, level of education, place of residence, and age of the child on parents' attitudes. Parents' opinions on the impact of the type of developmental disabilities on their children's education were also examined. Methods. The research sample consisted of 293 parents of typically developing children from the territory of Bosnia and Herzegovina. Parents' attitudes were examined by the Survey of Parents' Attitudes towards Inclusion (SPATI). Results. Parents of typically developing children expressed positive attitudes towards the inclusion of children with disabilities. Their attitudes were not affected by gender, level of education, place of residence, and age of the child. They expressed the most positive attitude towards the inclusion of children with sensory impairments (hearing, vision) and children with moderate or mild intellectual disabilities, while their attitude towards the inclusion of children with severe developmental disabilities (autism, severe intellectual disabilities) was less positive. Conclusion. The results of the research indicate the need for further research on this issue and planning of appropriate programs aimed at developing positive attitudes towards inclusive education of students with all kinds of disabilities.
{"title":"Attitudes of parents of typically developing children towards the inclusion of children with disabilities","authors":"Ivana Tomić, Milena Nikolić","doi":"10.5937/specedreh20-31843","DOIUrl":"https://doi.org/10.5937/specedreh20-31843","url":null,"abstract":"Introduction. Successful implementation of inclusive education, among other things, depends on the attitudes of the participants in the process itself. Although teachers are considered a key factor in the implementation of inclusion, the role of parents should not be neglected. Objective. The main goal of the paper was to examine the attitudes of parents of typically developing children towards the inclusion of children with disabilities, and to examine the impact of gender, level of education, place of residence, and age of the child on parents' attitudes. Parents' opinions on the impact of the type of developmental disabilities on their children's education were also examined. Methods. The research sample consisted of 293 parents of typically developing children from the territory of Bosnia and Herzegovina. Parents' attitudes were examined by the Survey of Parents' Attitudes towards Inclusion (SPATI). Results. Parents of typically developing children expressed positive attitudes towards the inclusion of children with disabilities. Their attitudes were not affected by gender, level of education, place of residence, and age of the child. They expressed the most positive attitude towards the inclusion of children with sensory impairments (hearing, vision) and children with moderate or mild intellectual disabilities, while their attitude towards the inclusion of children with severe developmental disabilities (autism, severe intellectual disabilities) was less positive. Conclusion. The results of the research indicate the need for further research on this issue and planning of appropriate programs aimed at developing positive attitudes towards inclusive education of students with all kinds of disabilities.","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":"71078052","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/specedreh20-34308
Maja Ivančević-Otanjac
Introduction. English for Specific Purposes (ESP) at universities has a challenging goal of meeting the needs of usually large and heterogeneous groups of students. Objective. The aim of this study was to examine students' attitudes toward the ESP course, acquired knowledge, and course materials at the Faculty of Special Education and Rehabilitation, University of Belgrade. In addition, the study examined the possible influence of students' general English proficiency on the tested variables. Methods. An online questionnaire was used to collect data from 75 students who completed the ESP course in 2020 or 2021. Their general English proficiency was assessed by an online general English test. Results. The results showed that most students were satisfied with the acquired professional English language knowledge and available course materials and that their attitudes toward the completed ESP course were not influenced by their general English proficiency. Conclusion. These results are encouraging since they indicate overall student satisfaction with the ESP university course taught to a large class.
{"title":"Students' attitudes toward ESP course at university level","authors":"Maja Ivančević-Otanjac","doi":"10.5937/specedreh20-34308","DOIUrl":"https://doi.org/10.5937/specedreh20-34308","url":null,"abstract":"Introduction. English for Specific Purposes (ESP) at universities has a challenging goal of meeting the needs of usually large and heterogeneous groups of students. Objective. The aim of this study was to examine students' attitudes toward the ESP course, acquired knowledge, and course materials at the Faculty of Special Education and Rehabilitation, University of Belgrade. In addition, the study examined the possible influence of students' general English proficiency on the tested variables. Methods. An online questionnaire was used to collect data from 75 students who completed the ESP course in 2020 or 2021. Their general English proficiency was assessed by an online general English test. Results. The results showed that most students were satisfied with the acquired professional English language knowledge and available course materials and that their attitudes toward the completed ESP course were not influenced by their general English proficiency. Conclusion. These results are encouraging since they indicate overall student satisfaction with the ESP university course taught to a large class.","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":"71077627","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/SPECEDREH20-30875
Sakarneh Abed Mohammad, Katanani Jameel Hiam, Alrahamneh Ahmad Azeez
{"title":"Inclusion of students with autism spectrum disorder in the Jordanian regular classrooms: Teachers' perspectives","authors":"Sakarneh Abed Mohammad, Katanani Jameel Hiam, Alrahamneh Ahmad Azeez","doi":"10.5937/SPECEDREH20-30875","DOIUrl":"https://doi.org/10.5937/SPECEDREH20-30875","url":null,"abstract":"","PeriodicalId":36810,"journal":{"name":"Specijalna Edukacija i Rehabilitacija","volume":"20 1","pages":"79-91"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71077709","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/SPECEDREH20-30874
Biljana Milanović-Dobrota, Sara Vidojković, Mirjana Japundža-Milisavljević, Aleksandra Đurić-Zdravković
Introduction. Of all people with disabilities, persons with intellectual disabilities are the most numerous unemployed group who wait for a job the longest. In order to spend their day in a more productive way, these people spend time in centres and day-care centres within the system of social protection, but their motivation for work decreases over time. Objectives. The main goal of this research was to determine work readiness in adults with intellectual disabilities by assessing the specific dimension of work motivation, with special emphasis on determining differences in gender, level of formal education, type of family environment, and records in the National Employment Service. Methods. The convenience sample consisted of 78 respondents of both genders, users of services provided by associations for helping persons with intellectual disabilities in Belgrade. Work Readiness Scale (Rose et al., 2010) was used in this research. Results. Adults with intellectual disabilities were moderately interested in employment, but the obtained results differed from the estimated variables. Respondents who were professionally trained for work, as well as those who were registered in the records of the National Employment Service, showed proactive attitudes towards employment. Family support was insufficient and the lack of support was the most pronounced among the respondents living in foster families. No statistically significant differences were found with regard to gender. Conclusion. The obtained results indicate the need to provide professional support to adults with intellectual disabilities regarding the importance of working in integrated employment, with simultaneous cooperation with family members. Also, further research is needed in order to profile work readiness more clearly and adequately plan various services for the inclusion of adults with intellectual disabilities in the world of work.
介绍。在所有残疾人中，智力残疾者是失业人数最多、等待工作时间最长的群体。为了以更有成效的方式度过一天，这些人把时间花在社会保护体系内的中心和日托中心，但他们的工作动机随着时间的推移而减少。目标。本研究的主要目的是通过评估工作动机的具体维度来确定智力残疾成人的工作准备情况，特别强调确定性别、正规教育水平、家庭环境类型和国家就业服务记录的差异。方法。便利抽样包括78名男女答复者，他们都是贝尔格莱德帮助智力残疾者协会提供的服务的使用者。本研究采用工作准备量表(Rose et al.， 2010)。结果。有智力障碍的成年人对就业有中等程度的兴趣，但得到的结果与估计的变量不同。接受过职业培训的受访者以及在国家就业服务局登记的受访者对就业表现出积极的态度。家庭支持不足，生活在寄养家庭的受访者最明显缺乏支持。在性别方面没有发现统计学上的显著差异。结论。研究结果表明，在与家庭成员合作的同时，需要为智力残疾成人提供有关综合就业工作重要性的专业支持。此外，还需要进行进一步的研究，以便更清楚地了解工作准备情况，并充分规划各种服务，以便将智力残疾的成年人纳入工作领域。
{"title":"Employment readiness in adults with intellectual disabilities","authors":"Biljana Milanović-Dobrota, Sara Vidojković, Mirjana Japundža-Milisavljević, Aleksandra Đurić-Zdravković","doi":"10.5937/SPECEDREH20-30874","DOIUrl":"https://doi.org/10.5937/SPECEDREH20-30874","url":null,"abstract":"Introduction. Of all people with disabilities, persons with intellectual disabilities are the most numerous unemployed group who wait for a job the longest. In order to spend their day in a more productive way, these people spend time in centres and day-care centres within the system of social protection, but their motivation for work decreases over time. Objectives. The main goal of this research was to determine work readiness in adults with intellectual disabilities by assessing the specific dimension of work motivation, with special emphasis on determining differences in gender, level of formal education, type of family environment, and records in the National Employment Service. Methods. The convenience sample consisted of 78 respondents of both genders, users of services provided by associations for helping persons with intellectual disabilities in Belgrade. Work Readiness Scale (Rose et al., 2010) was used in this research. Results. Adults with intellectual disabilities were moderately interested in employment, but the obtained results differed from the estimated variables. Respondents who were professionally trained for work, as well as those who were registered in the records of the National Employment Service, showed proactive attitudes towards employment. Family support was insufficient and the lack of support was the most pronounced among the respondents living in foster families. No statistically significant differences were found with regard to gender. Conclusion. The obtained results indicate the need to provide professional support to adults with intellectual disabilities regarding the importance of working in integrated employment, with simultaneous cooperation with family members. Also, further research is needed in order to profile work readiness more clearly and adequately plan various services for the inclusion of adults with intellectual disabilities in the world of work.","PeriodicalId":36810,"journal":{"name":"Specijalna Edukacija i Rehabilitacija","volume":"20 1","pages":"35-49"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71077601","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/specedreh20-32018
Šaša Stanisavljević, G. Nedović
Introduction. Virtual reality is a computer-generated interactive simulation of reality that provides a wide range of possibilities for creating a beneficial therapeutic program. The use of virtual reality systems in the rehabilitation of motor disorders in children with cerebral palsy is relatively recent. Objective. Accordingly, the aim of this review is to establish the level of effectiveness of rehabilitation interventions based on virtual reality systems in the treatment of children with cerebral palsy, based on the available literature. Methods. The initial search identified 63 scientific papers (research reports). By applying the selection criteria, nine papers were selected that met the given criteria and thus entered the further process of analysis. During the analysis, special attention was paid to: the outcomes of therapeutic procedures (the achieved results); and the analysis of the selection criteria of virtual reality systems to be used in the rehabilitation and accessibility of these systems for commercial and clinical applications. Results. Contradictory results have been found based on the analysis of the levels of effectiveness of rehabilitation interventions. In addition to studies that testify to the unequivocally positive effects of the application of virtual reality in the rehabilitation of children with cerebral palsy, there are also those in which it is evident that this effect is absent. Conclusion. The general conclusion of this paper is that virtual reality systems have great potential for application in the field of rehabilitation of motor disorders, but also that this area is still not sufficiently researched and requires further engagement to go one step further to justify or challenge their application.
{"title":"Implementation of virtual reality based treatment of motor disorders in children with cerebral palsy","authors":"Šaša Stanisavljević, G. Nedović","doi":"10.5937/specedreh20-32018","DOIUrl":"https://doi.org/10.5937/specedreh20-32018","url":null,"abstract":"Introduction. Virtual reality is a computer-generated interactive simulation of reality that provides a wide range of possibilities for creating a beneficial therapeutic program. The use of virtual reality systems in the rehabilitation of motor disorders in children with cerebral palsy is relatively recent. Objective. Accordingly, the aim of this review is to establish the level of effectiveness of rehabilitation interventions based on virtual reality systems in the treatment of children with cerebral palsy, based on the available literature. Methods. The initial search identified 63 scientific papers (research reports). By applying the selection criteria, nine papers were selected that met the given criteria and thus entered the further process of analysis. During the analysis, special attention was paid to: the outcomes of therapeutic procedures (the achieved results); and the analysis of the selection criteria of virtual reality systems to be used in the rehabilitation and accessibility of these systems for commercial and clinical applications. Results. Contradictory results have been found based on the analysis of the levels of effectiveness of rehabilitation interventions. In addition to studies that testify to the unequivocally positive effects of the application of virtual reality in the rehabilitation of children with cerebral palsy, there are also those in which it is evident that this effect is absent. Conclusion. The general conclusion of this paper is that virtual reality systems have great potential for application in the field of rehabilitation of motor disorders, but also that this area is still not sufficiently researched and requires further engagement to go one step further to justify or challenge their application.","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":"71078059","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/specedreh20-34404
Nevena Ječmenica, S. Golubović
Introduction. According to the lexical restructuring model, the development of vocabulary initiates the development of phonological representations. Therefore, it can be predicted that children with developed vocabulary will possess very specific phonological representations of words. Aim. The aim of this research was to determine the significance of phonological awareness, verbal working memory, and rapid automatic naming as indicators of the development of expressive and receptive vocabulary in preschool children. Method. The research included 86 children of typical development. For the assessment of phonological awareness, verbal working memory, rapid automatic naming, expressive and receptive vocabulary, the subtests of Clinical Evaluation of Language Fundamentals -Fourth Edition battery were used. Results. The results showed that the model containing age, phonological awareness, verbal working memory, and rapid automatic naming predicted 51% of the achievement variance on expressive vocabulary tasks (F = 7.73, df1 = 2, df2 = 75, p < .001) and 38% of the achievement variance on receptive vocabulary tasks (F = 4.65, df1 = 2, df2 = 75, p < .001). In the final model, only the tasks of phoneme identification, phoneme substitution, and rapid automatic naming (p < .05) stood out as statistically significant indicators of expressive vocabulary. On the other hand, statistically significant indicators of receptive vocabulary included analysis and synthesis of phonemes, verbal working memory, and rapid automatic naming (p < .05). Conclusion. The results showed that age, phonological awareness, verbal working memory, and rapid automatic naming significantly contributed to vocabulary development in children before reading acquisition.
{"title":"Phonological awareness, verbal working memory and rapid automatic naming as indicators of vocabulary development in preschool children","authors":"Nevena Ječmenica, S. Golubović","doi":"10.5937/specedreh20-34404","DOIUrl":"https://doi.org/10.5937/specedreh20-34404","url":null,"abstract":"Introduction. According to the lexical restructuring model, the development of vocabulary initiates the development of phonological representations. Therefore, it can be predicted that children with developed vocabulary will possess very specific phonological representations of words. Aim. The aim of this research was to determine the significance of phonological awareness, verbal working memory, and rapid automatic naming as indicators of the development of expressive and receptive vocabulary in preschool children. Method. The research included 86 children of typical development. For the assessment of phonological awareness, verbal working memory, rapid automatic naming, expressive and receptive vocabulary, the subtests of Clinical Evaluation of Language Fundamentals -Fourth Edition battery were used. Results. The results showed that the model containing age, phonological awareness, verbal working memory, and rapid automatic naming predicted 51% of the achievement variance on expressive vocabulary tasks (F = 7.73, df1 = 2, df2 = 75, p < .001) and 38% of the achievement variance on receptive vocabulary tasks (F = 4.65, df1 = 2, df2 = 75, p < .001). In the final model, only the tasks of phoneme identification, phoneme substitution, and rapid automatic naming (p < .05) stood out as statistically significant indicators of expressive vocabulary. On the other hand, statistically significant indicators of receptive vocabulary included analysis and synthesis of phonemes, verbal working memory, and rapid automatic naming (p < .05). Conclusion. The results showed that age, phonological awareness, verbal working memory, and rapid automatic naming significantly contributed to vocabulary development in children before reading acquisition.","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":"71077667","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/specedreh20-32850
M. Vuković, Lana Jerkić
Introduction. Contemporary research of Parkinson's disease increasingly emphasizes the importance of various non-motor signs, including cognitive and language deficits. This is a significant shift from previous research which focused primarily on the study of motor disorders. Objective. This article aims to systematically present and analyse contemporary empirical data on the presence of language and cognitive deficits in Parkinson's disease. Studies on the assessment and treatment of cognitive and language functions are also mentioned. Methods. Various electronic databases of Serbian libraries and specialized Internet search engines were used to search for relevant literature. Descriptive, analytic and synthetic methods were used. Results. The empirical data show that cognitive disorders can be observed in the initial stages of the disease and that they become more pronounced with disease progression. Cognitive deficits are manifested in the domains of executive functions, visuospatial abilities, attention, and memory. Studies devoted to the study of language testify to the manifestation of deficits in all language skills. Language and cognitive disorders, associated with dysarthria and deficits in nonverbal communication, negatively affect communication skills, and the patient's life quality. Conclusion. Cognitive decline in Parkinson's disease ranges from mild cognitive impairment to severe dementia. Language disorders are manifested in auditory comprehension, spontaneous speech, naming, repetition, discourse, reading, and writing. For treating cognitive and language deficits, a pharmacological and nonpharmacological approaches are used. The goal of speech-language therapy, as a part of nonpharmacological approach, is to slow down progression of cognitive and language disorders, maintain communicative abilities, and compensate for deficits.
{"title":"Cognitive and language deficits in persons with Parkinson's disease","authors":"M. Vuković, Lana Jerkić","doi":"10.5937/specedreh20-32850","DOIUrl":"https://doi.org/10.5937/specedreh20-32850","url":null,"abstract":"Introduction. Contemporary research of Parkinson's disease increasingly emphasizes the importance of various non-motor signs, including cognitive and language deficits. This is a significant shift from previous research which focused primarily on the study of motor disorders. Objective. This article aims to systematically present and analyse contemporary empirical data on the presence of language and cognitive deficits in Parkinson's disease. Studies on the assessment and treatment of cognitive and language functions are also mentioned. Methods. Various electronic databases of Serbian libraries and specialized Internet search engines were used to search for relevant literature. Descriptive, analytic and synthetic methods were used. Results. The empirical data show that cognitive disorders can be observed in the initial stages of the disease and that they become more pronounced with disease progression. Cognitive deficits are manifested in the domains of executive functions, visuospatial abilities, attention, and memory. Studies devoted to the study of language testify to the manifestation of deficits in all language skills. Language and cognitive disorders, associated with dysarthria and deficits in nonverbal communication, negatively affect communication skills, and the patient's life quality. Conclusion. Cognitive decline in Parkinson's disease ranges from mild cognitive impairment to severe dementia. Language disorders are manifested in auditory comprehension, spontaneous speech, naming, repetition, discourse, reading, and writing. For treating cognitive and language deficits, a pharmacological and nonpharmacological approaches are used. The goal of speech-language therapy, as a part of nonpharmacological approach, is to slow down progression of cognitive and language disorders, maintain communicative abilities, and compensate for deficits.","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":"71077950","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/specedreh20-30133
Razaan Alotaibi, K. Ali
Introduction. The importance of memory is not restricted to remembering the knowledge and experiences of the past retrospective memory (RM), but also to remember what an individual must accomplish in the future prospective memory (PM). Objectives. The aim of this study was to identify RM and PM levels in students with learning disabilities (LD) according to some variables (gender, grade) and to identify the differences between the two types of memories. Methods. The study followed the comparative descriptive statistics. The study sample consisted of 37 male and female students with LD in middle school. The Prospective and Retrospective Memory Questionnaire (PRMQ) was used in this study. Results. The results include the following: a statistically significant decrease from the average in PM and RM levels in students with LD, the existence of statistically significant differences between PM and RM in students with LD for the RM, the presence of statistically significant differences in the PM and RM according to the gender variable for females, and the presence of statistically significant differences in PM and RM according to the grade variable for the third grade of middle school. Conclusion. Students with LD may suffer from a decrease in their capacity to remember in the future, which causes many difficulties in daily life. We guide teachers to use external AIDS for students with LD (such as writing notes) to help students remember performing their tasks.
{"title":"Prospective memory in students with learning disabilities","authors":"Razaan Alotaibi, K. Ali","doi":"10.5937/specedreh20-30133","DOIUrl":"https://doi.org/10.5937/specedreh20-30133","url":null,"abstract":"Introduction. The importance of memory is not restricted to remembering the knowledge and experiences of the past retrospective memory (RM), but also to remember what an individual must accomplish in the future prospective memory (PM). Objectives. The aim of this study was to identify RM and PM levels in students with learning disabilities (LD) according to some variables (gender, grade) and to identify the differences between the two types of memories. Methods. The study followed the comparative descriptive statistics. The study sample consisted of 37 male and female students with LD in middle school. The Prospective and Retrospective Memory Questionnaire (PRMQ) was used in this study. Results. The results include the following: a statistically significant decrease from the average in PM and RM levels in students with LD, the existence of statistically significant differences between PM and RM in students with LD for the RM, the presence of statistically significant differences in the PM and RM according to the gender variable for females, and the presence of statistically significant differences in PM and RM according to the grade variable for the third grade of middle school. Conclusion. Students with LD may suffer from a decrease in their capacity to remember in the future, which causes many difficulties in daily life. We guide teachers to use external AIDS for students with LD (such as writing notes) to help students remember performing their tasks.","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":"71077922","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/specedreh20-33375
Ana Roknić, Sanja Vukovic
Introduction. Sensory processing is a neurobiological process in which a person uses their senses, sends information to an appropriate reception and processing center, and responds to environmental stimulations. Previous research has shown that sensory processing difficulties are more common among people with autism spectrum disorder than among people of the typical population. Objectives. The aim of this paper was to determine the patterns of sensory processing in subjects of the typical population and subjects with autism spectrum disorder, as well as gender and age differences in sensory profiles in these groups of subjects. Methods. Using The Child Sensory Profile 2 as the measuring instrument, the characteristics of sensory processing were examined in 120 subjects of both genders, 60 subjects with autism spectrum disorder and 60 subjects of typical development, ages three to 13 years and 11 months. Results. The obtained results show that there are differences between the two groups of respondents and that these differences occur in all nine subscales of the instrument. It was found that subjects with autismspectrumdisorder hadmore difficulty in processing sensory information compared to subjects of the typical population, especially in the domain of tactile perception. The results also show that the quality of sensory information processing in both groups of respondents improved with age. In relation to the respondents' gender, the obtained differences were significant in the domain of the total score of the instrument, in favor of the boys, but this was not observed in the measurements on all subscales. Conclusion. In accordance with the above findings, when creating an individual educational plan, it is necessary to take into account all the specifics of sensory processing of children with autism spectrum disorder.
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