Pub Date : 2021-01-01DOI: 10.5937/specedreh20-34296
Marina Radić-Šestić, Mia Šešum, Ljubica Isaković
Introduction. Music in the Deaf community is a socio-cultural phenomenon that depicts a specific identity and way of experiencing the world, which is just as diverse, rich and meaningful as that of members of any other culture. Objective. The aim of this paper was to point out the historical and socio-cultural frameworks, complexity, richness, specific elements, types and forms of musical expression of members of the Deaf community. Methods. The applied methods included comparative analysis, evaluation, and deduction and induction system. Results. Due to limitations or a lack of auditive component, the members of Deaf culture use different communication tools, such as speech, pantomime, facial expressions and sign language. Signed music, as a phenomenon, is the artistic form which does not have long history. However, since the nineties of the past century and with technological development, it has been gaining greater interest and acknowledgement within the Deaf community and among the hearing audience. Signed music uses specific visuo-spatial-kinaesthetic and auditive elements in expression, such as rhythm, dynamism, rhyme, expressiveness, iconicity, intensity of the musical perception and the combination of the role of the performer. Conclusion. Signed music as a phenomenon is an art form that incorporates sign poetic characteristics (lyrical contents), visual musical elements and dance.
{"title":"The phenomenon of signed music in Deaf culture","authors":"Marina Radić-Šestić, Mia Šešum, Ljubica Isaković","doi":"10.5937/specedreh20-34296","DOIUrl":"https://doi.org/10.5937/specedreh20-34296","url":null,"abstract":"Introduction. Music in the Deaf community is a socio-cultural phenomenon that depicts a specific identity and way of experiencing the world, which is just as diverse, rich and meaningful as that of members of any other culture. Objective. The aim of this paper was to point out the historical and socio-cultural frameworks, complexity, richness, specific elements, types and forms of musical expression of members of the Deaf community. Methods. The applied methods included comparative analysis, evaluation, and deduction and induction system. Results. Due to limitations or a lack of auditive component, the members of Deaf culture use different communication tools, such as speech, pantomime, facial expressions and sign language. Signed music, as a phenomenon, is the artistic form which does not have long history. However, since the nineties of the past century and with technological development, it has been gaining greater interest and acknowledgement within the Deaf community and among the hearing audience. Signed music uses specific visuo-spatial-kinaesthetic and auditive elements in expression, such as rhythm, dynamism, rhyme, expressiveness, iconicity, intensity of the musical perception and the combination of the role of the performer. Conclusion. Signed music as a phenomenon is an art form that incorporates sign poetic characteristics (lyrical contents), visual musical elements and dance.","PeriodicalId":36810,"journal":{"name":"Specijalna Edukacija i Rehabilitacija","volume":"114 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71077613","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/SPECEDREH20-30895
Emir Bisevac, E. Mahmutovic, Raid Mekic, Z. Dolicanin
Introduction. Poor muscle development, accompanied by insuffcient physical activity and non-physiological forces which act on the bone and joint system, often causes improper body posture. Objectives. To examine whether performing corrective exercises which stretch shortened and strengthen weakened muscles regularly can improve body posture in preschool and school-aged children. Methods. The prospective study included 110 children, 63 (57.2%) boys and 47 (42.8%) girls (the average age being 6.6 ± 2.4). Corrective exercises were performed four times a week for six months, in periods of 90 minutes. We used somatoscopy and somatometry methods to assess body posture. Results. On the initial checkup it was found that 18 children (16.4%) had some kind of spine deformity; 11 of them (10%) had scoliosis, six (5.5%) had kyphosis and 1(0.9%) had lordotic body posture. The first follow-up checkup was performed 3 months later when we found a decrease in the number of children with a bad body posture. The second follow-up checkup was repeated 6 months later. Out of 18 children (16.4%) who had been registered at the beginning, 4 (3.6%) had scoliotic, 2 (1.8%) had kyphotic and 1 (0.9%) had lordotic posture 6 months later. Conclusion. Based on the obtained results, it can be said that regular performance of corrective exercises (strengthening weakened and stretching shortened muscles) for six months had a positive effect on certain spine deformities. Kyphosis correction was visible after only three months, scoliosis correction was visible after six months, while lordosis correction was not achieved by corrective exercises in the only registered case.
{"title":"Effect of corrective exercises on functional spinal deformities in preschool and school-aged children","authors":"Emir Bisevac, E. Mahmutovic, Raid Mekic, Z. Dolicanin","doi":"10.5937/SPECEDREH20-30895","DOIUrl":"https://doi.org/10.5937/SPECEDREH20-30895","url":null,"abstract":"Introduction. Poor muscle development, accompanied by insuffcient physical activity and non-physiological forces which act on the bone and joint system, often causes improper body posture. Objectives. To examine whether performing corrective exercises which stretch shortened and strengthen weakened muscles regularly can improve body posture in preschool and school-aged children. Methods. The prospective study included 110 children, 63 (57.2%) boys and 47 (42.8%) girls (the average age being 6.6 ± 2.4). Corrective exercises were performed four times a week for six months, in periods of 90 minutes. We used somatoscopy and somatometry methods to assess body posture. Results. On the initial checkup it was found that 18 children (16.4%) had some kind of spine deformity; 11 of them (10%) had scoliosis, six (5.5%) had kyphosis and 1(0.9%) had lordotic body posture. The first follow-up checkup was performed 3 months later when we found a decrease in the number of children with a bad body posture. The second follow-up checkup was repeated 6 months later. Out of 18 children (16.4%) who had been registered at the beginning, 4 (3.6%) had scoliotic, 2 (1.8%) had kyphotic and 1 (0.9%) had lordotic posture 6 months later. Conclusion. Based on the obtained results, it can be said that regular performance of corrective exercises (strengthening weakened and stretching shortened muscles) for six months had a positive effect on certain spine deformities. Kyphosis correction was visible after only three months, scoliosis correction was visible after six months, while lordosis correction was not achieved by corrective exercises in the only registered case.","PeriodicalId":36810,"journal":{"name":"Specijalna Edukacija i Rehabilitacija","volume":"20 1","pages":"51-63"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71077859","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 : 2020-01-01DOI: 10.5937/specedreh19-25478
N Marina Radić-Šestić, Mia Šešum, S. Radovanovic, P. M. Ivanović
{"title":"Humor in Deaf culture","authors":"N Marina Radić-Šestić, Mia Šešum, S. Radovanovic, P. M. Ivanović","doi":"10.5937/specedreh19-25478","DOIUrl":"https://doi.org/10.5937/specedreh19-25478","url":null,"abstract":"","PeriodicalId":36810,"journal":{"name":"Specijalna Edukacija i Rehabilitacija","volume":"32 1","pages":"43-57"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71077445","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 : 2020-01-01DOI: 10.5937/specedreh19-25040
Nika Jenko, L Mojca Lipec-Stopar
Developing reading literacy of students with mild intellectual disabilities (hereinafter ID) is one of the more challenging educational issues. These students are usually enrolled in an adapted program with lower educational standards (hereinafter AP LES), which predicts that by the end of the literacy development period the students will have mastered reading techniques to the point of being able to focus primarily on developing reading comprehension. Throughout this research, we were interested in finding out the degree to which this goal was fulfilled in a group of 61 fifth grade students with ID, enrolled in AP LES, at the end of the systematic literacy development period. Using factor analysis, we studied the characteristics of reading literacy in this group of students. Additionally, we compared the results of students with ID with the norms created for students of typical development at the end of their literacy development period (third grade). We can conclude that reading efficiency of students with ID at the end of the literacy development period is still based on lower level processes (decoding). Reading issues of students with ID are complex in nature and apply to various factors of reading literacy. Taking the students’ oral reading accuracy into account, we can reach a conclusion that only a smaller percentage of students is capable of reaching the fundamental goal of reading lessons in the given amount of time. Based on our results we will be able to give suggestions on how to plan future reading lessons in AP LES.
{"title":"Reading literacy of students with intellectual disabilities at the end of the systematic literacy development period","authors":"Nika Jenko, L Mojca Lipec-Stopar","doi":"10.5937/specedreh19-25040","DOIUrl":"https://doi.org/10.5937/specedreh19-25040","url":null,"abstract":"Developing reading literacy of students with mild intellectual disabilities (hereinafter ID) is one of the more challenging educational issues. These students are usually enrolled in an adapted program with lower educational standards (hereinafter AP LES), which predicts that by the end of the literacy development period the students will have mastered reading techniques to the point of being able to focus primarily on developing reading comprehension. Throughout this research, we were interested in finding out the degree to which this goal was fulfilled in a group of 61 fifth grade students with ID, enrolled in AP LES, at the end of the systematic literacy development period. Using factor analysis, we studied the characteristics of reading literacy in this group of students. Additionally, we compared the results of students with ID with the norms created for students of typical development at the end of their literacy development period (third grade). We can conclude that reading efficiency of students with ID at the end of the literacy development period is still based on lower level processes (decoding). Reading issues of students with ID are complex in nature and apply to various factors of reading literacy. Taking the students’ oral reading accuracy into account, we can reach a conclusion that only a smaller percentage of students is capable of reaching the fundamental goal of reading lessons in the given amount of time. Based on our results we will be able to give suggestions on how to plan future reading lessons in AP LES.","PeriodicalId":36810,"journal":{"name":"Specijalna Edukacija i Rehabilitacija","volume":"19 1","pages":"1-26"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71076929","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 : 2020-01-01DOI: 10.5937/specedreh19-26342
N. Glumbić, Mirjana Đorđević
Following the declaration of an international state of emergency due to the COVID-19 pandemic outbreak, in many countries, direct treatment of people with autism was suspended. With the introduction of the state of emergency in Serbia, effective from mid-March 2020, all forms of direct support to people with autism and their families were prevented. Instead, new forms of support in the virtual environment were increased and introduced. The purpose of this paper is to present forms of online support for people with autism during the state of emergency, in which the authors participated. Beneficiary users were either direct (people with autism spectrum disorder) or indirect (their parents and therapists). Depending on the time of effectuation, support was synchronous (in real-time) or asynchronous (appropriate materials available on the internet without direct contact between the support provider and client). Synchronous form of direct beneficiary users was the Youth Club, which included six people with high-functioning autism whose social skills treatment was accomplished in small groups, once a week, via video chat. Indirect beneficiary users in real-time support were parents who used online counseling services and early intervention providers who attended one-time online mentoring support. Asynchronous models included specially designed guidance for caregivers of people with autism in a state of emergency and a social story. Past experience indicates the need to create special protocols for dealing with people with autism in the state of emergency.
{"title":"On-line support to people with autism, their families and therapists in the state of emergency","authors":"N. Glumbić, Mirjana Đorđević","doi":"10.5937/specedreh19-26342","DOIUrl":"https://doi.org/10.5937/specedreh19-26342","url":null,"abstract":"Following the declaration of an international state of emergency due to the COVID-19 pandemic outbreak, in many countries, direct treatment of people with autism was suspended. With the introduction of the state of emergency in Serbia, effective from mid-March 2020, all forms of direct support to people with autism and their families were prevented. Instead, new forms of support in the virtual environment were increased and introduced. The purpose of this paper is to present forms of online support for people with autism during the state of emergency, in which the authors participated. Beneficiary users were either direct (people with autism spectrum disorder) or indirect (their parents and therapists). Depending on the time of effectuation, support was synchronous (in real-time) or asynchronous (appropriate materials available on the internet without direct contact between the support provider and client). Synchronous form of direct beneficiary users was the Youth Club, which included six people with high-functioning autism whose social skills treatment was accomplished in small groups, once a week, via video chat. Indirect beneficiary users in real-time support were parents who used online counseling services and early intervention providers who attended one-time online mentoring support. Asynchronous models included specially designed guidance for caregivers of people with autism in a state of emergency and a social story. Past experience indicates the need to create special protocols for dealing with people with autism in the state of emergency.","PeriodicalId":36810,"journal":{"name":"Specijalna Edukacija i Rehabilitacija","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71077149","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 : 2020-01-01DOI: 10.5937/specedreh19-26208
M. S. Dimoski, B. Grbovic
{"title":"Depression in parents of children with disability","authors":"M. S. Dimoski, B. Grbovic","doi":"10.5937/specedreh19-26208","DOIUrl":"https://doi.org/10.5937/specedreh19-26208","url":null,"abstract":"","PeriodicalId":36810,"journal":{"name":"Specijalna Edukacija i Rehabilitacija","volume":"29 1","pages":"123-144"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71077092","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 : 2020-01-01DOI: 10.5937/specedreh19-29169
D Marina Janković-Nikolić
Introduction. The Empathizing-Systemizing theory sees empathy and systemizing as two independent dimensions, which can be used for classification into five cognitive profiles or "brain types". Objective. The aim of this research was to determine the relationship between empathy and systemizing in preschool children, and to determine gender differences in these abilities and brain types. Method. The sample consisted of 71 children from 5/6 to 7 years of age. Children's versions of the Empathy Quotient - EQ-C and Systemizing Quotient SQ-C (Auyeung et al., 2009) were used to assess empathy and systemizing. Results. According to our results, empathy and systemizing were moderately correlated: participants with higher empathy quotient also had a higher systemizing quotient. There were no gender differences in the assessed abilities. The only exception is the difference in the score calculated by subtracting systemizing and empathy quotient. On average, girls had the empathy quotient higher than the systemizing quotient, while boys showed the opposite pattern. There were no gender differences in the distribution of cognitive profiles ("brain types") based on the aforementioned difference between systemizing and empathy. Conclusion. The results of this study may be used as baseline for comparison in future studies that would examine typically and atypically developing children.
介绍。移情-系统化理论认为移情和系统化是两个独立的维度，可以用来分为五种认知概况或“大脑类型”。目标。本研究的目的是确定学龄前儿童共情和系统化之间的关系，并确定这些能力和大脑类型的性别差异。方法。样本包括71名5/6至7岁的儿童。使用儿童版本的共情商EQ-C和系统化商SQ-C (Auyeung et al.， 2009)来评估共情和系统化。结果。结果表明，共情与系统化存在中度相关，共情商越高的参与者，其系统化商也越高。在被评估的能力上没有性别差异。唯一的例外是通过减去系统化商和同理心商计算出的分数差异。平均而言，女孩的共情商高于系统化商，而男孩则相反。基于上述系统化和共情的差异，认知概况(“大脑类型”)的分布没有性别差异。结论。这项研究的结果可以作为未来研究中比较典型和非典型发育儿童的基线。
{"title":"Empathy and systemizing in preschool children","authors":"D Marina Janković-Nikolić","doi":"10.5937/specedreh19-29169","DOIUrl":"https://doi.org/10.5937/specedreh19-29169","url":null,"abstract":"Introduction. The Empathizing-Systemizing theory sees empathy and systemizing as two independent dimensions, which can be used for classification into five cognitive profiles or \"brain types\". Objective. The aim of this research was to determine the relationship between empathy and systemizing in preschool children, and to determine gender differences in these abilities and brain types. Method. The sample consisted of 71 children from 5/6 to 7 years of age. Children's versions of the Empathy Quotient - EQ-C and Systemizing Quotient SQ-C (Auyeung et al., 2009) were used to assess empathy and systemizing. Results. According to our results, empathy and systemizing were moderately correlated: participants with higher empathy quotient also had a higher systemizing quotient. There were no gender differences in the assessed abilities. The only exception is the difference in the score calculated by subtracting systemizing and empathy quotient. On average, girls had the empathy quotient higher than the systemizing quotient, while boys showed the opposite pattern. There were no gender differences in the distribution of cognitive profiles (\"brain types\") based on the aforementioned difference between systemizing and empathy. Conclusion. The results of this study may be used as baseline for comparison in future studies that would examine typically and atypically developing children.","PeriodicalId":36810,"journal":{"name":"Specijalna Edukacija i Rehabilitacija","volume":"19 1","pages":"195-210"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71077182","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 : 2020-01-01DOI: 10.5937/SPECEDREH19-30149
M. Vuković, Anja Kovac, Željana Sukur
Introduction. Studies of language deficits in patients with Broca's aphasia have highlighted agrammatism as a major feature. As the nature of this language deficit is still unknown, further data collection according to the specifics of the particular language is of great importance. Objective. In this paper, we wanted to determine grammatical deficits in Serbian speakers with aphasia. Methods. Using Boston Diagnostic Aphasia Examination, we determined Broca's aphasia on a sample of 20 subjects, aged 47-70. Speech samples were obtained through two tasks: conversation and picture description. The analysis of samples involved determining the type and subtype of all words and their forms; determining the total number and types of clauses, as well as their functions in a given discourse. Also, the argument structure of the verb was identified. The primary and secondary sentence constituents were determined. Results. The results showed that nouns and full verbs dominate in the speech of patients with Broca's aphasia. Nouns are most often used in the nominative case, and verbs in the present tense. The ability to use verbs is related to the complexity of their argument structure. Speech is dominated by short utterances whose full meaning is often difficult to determine. Conclusion. Our data show that almost all patients with Broca's aphasia exhibit grammatical deficits. The general signs of agrammatism are similar to the signs described in other languages. We single out the difficulties in the use of critics as a prominent characteristic of agrammatism in our respondents.
{"title":"Grammatical deficits of Serbian speakers with Broca's aphasia: A preliminary investigation","authors":"M. Vuković, Anja Kovac, Željana Sukur","doi":"10.5937/SPECEDREH19-30149","DOIUrl":"https://doi.org/10.5937/SPECEDREH19-30149","url":null,"abstract":"Introduction. Studies of language deficits in patients with Broca's aphasia have highlighted agrammatism as a major feature. As the nature of this language deficit is still unknown, further data collection according to the specifics of the particular language is of great importance. Objective. In this paper, we wanted to determine grammatical deficits in Serbian speakers with aphasia. Methods. Using Boston Diagnostic Aphasia Examination, we determined Broca's aphasia on a sample of 20 subjects, aged 47-70. Speech samples were obtained through two tasks: conversation and picture description. The analysis of samples involved determining the type and subtype of all words and their forms; determining the total number and types of clauses, as well as their functions in a given discourse. Also, the argument structure of the verb was identified. The primary and secondary sentence constituents were determined. Results. The results showed that nouns and full verbs dominate in the speech of patients with Broca's aphasia. Nouns are most often used in the nominative case, and verbs in the present tense. The ability to use verbs is related to the complexity of their argument structure. Speech is dominated by short utterances whose full meaning is often difficult to determine. Conclusion. Our data show that almost all patients with Broca's aphasia exhibit grammatical deficits. The general signs of agrammatism are similar to the signs described in other languages. We single out the difficulties in the use of critics as a prominent characteristic of agrammatism in our respondents.","PeriodicalId":36810,"journal":{"name":"Specijalna Edukacija i Rehabilitacija","volume":"19 1","pages":"247-261"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71077388","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 : 2020-01-01DOI: 10.5937/specedreh19-27569
Toni Maglica, Maja Ljubetić, Ante Grčić
Introduction. Some families need additional support in performing a demanding parenting role, especially families at risk who do not have suffcient capacity to adequately respond to the child's needs. The functioning of such families is infuenced by risk factors arising from the family, but also from the wider social environment. Sometimes, the support and the role of a protective factor are taken over by civil society organizations that base their interventions mainly on quality interpersonal relationships and fully and timely meet the needs of children and families at risk. Objective. This research aimed to identify and understand the factors that families at risk perceive as support and assistance. Methods. The theoretical framework of the research is Bronfenbrenner's ecological model of human development. The interview method was used to collect data from 14 participants (mothers, fathers and children), users of the MoSt association from Split. Results. The results obtained by thematic analysis provide insight into: manifest forms of behavioral problems in children in the sample, service providers to families at risk, risk factors leading to the problem, assessment of support by civil society organizations and outcomes of the intervention. Research participants particularly emphasize the feeling of support that arises from the experienced, perceived feeling of comfort, security, friendliness, recognition and acceptance, and even the feeling of "as if you are in a family." Both children and parents value the values behind support, which are respect, friendship, acceptance, and polite, decent communication. Conclusion. It has been shown that the organization of civil society is a kind of "bridge", i.e. that it moderates and facilitates between the family and state institutions. What is visible in the testimony of the participants is the perceived availability of the organization itself, its resources, services and people, as well as the specifcity of the services provided to the family.
{"title":"Support in the education of families at risk within the organization of civil society: The experience of users of the association MoSt","authors":"Toni Maglica, Maja Ljubetić, Ante Grčić","doi":"10.5937/specedreh19-27569","DOIUrl":"https://doi.org/10.5937/specedreh19-27569","url":null,"abstract":"Introduction. Some families need additional support in performing a demanding parenting role, especially families at risk who do not have suffcient capacity to adequately respond to the child's needs. The functioning of such families is infuenced by risk factors arising from the family, but also from the wider social environment. Sometimes, the support and the role of a protective factor are taken over by civil society organizations that base their interventions mainly on quality interpersonal relationships and fully and timely meet the needs of children and families at risk. Objective. This research aimed to identify and understand the factors that families at risk perceive as support and assistance. Methods. The theoretical framework of the research is Bronfenbrenner's ecological model of human development. The interview method was used to collect data from 14 participants (mothers, fathers and children), users of the MoSt association from Split. Results. The results obtained by thematic analysis provide insight into: manifest forms of behavioral problems in children in the sample, service providers to families at risk, risk factors leading to the problem, assessment of support by civil society organizations and outcomes of the intervention. Research participants particularly emphasize the feeling of support that arises from the experienced, perceived feeling of comfort, security, friendliness, recognition and acceptance, and even the feeling of \"as if you are in a family.\" Both children and parents value the values behind support, which are respect, friendship, acceptance, and polite, decent communication. Conclusion. It has been shown that the organization of civil society is a kind of \"bridge\", i.e. that it moderates and facilitates between the family and state institutions. What is visible in the testimony of the participants is the perceived availability of the organization itself, its resources, services and people, as well as the specifcity of the services provided to the family.","PeriodicalId":36810,"journal":{"name":"Specijalna Edukacija i Rehabilitacija","volume":"19 1","pages":"145-164"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71077552","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 : 2020-01-01DOI: 10.5937/SPECEDREH19-28813
H. Kistoro, B. Kartowagiran, Eva Latipah, Ngainun Naim, H. Putranta
a Ahmad Dahlan University – Faculty of Islamic Religion, Department of Islamic Religious Education, Yogyakarta, Indonesia b Yogyakarta State University – Graduate School, Department of Educational Research and Evaluation, Yogyakarta, Indonesia c Sunan Kalijaga State Islamic University – Faculty of Tarbiyah and Educational Sciences, Department of Islamic Religious Education, Yogyakarta, Indonesia d Tulungagung State Islamic Institute – Faculty of Ushuluddin, Adab, and Da’wah, Department of Aqidah and Islamic Philosophy, Tulungagung, Indonesia e Yogyakarta State University – Graduate School, Department of Educational Sciences, Concentration of Physics Education, Yogyakarta, Indonesia
a Ahmad Dahlan大学-伊斯兰宗教学院，伊斯兰宗教教育系，日惹，印度尼西亚;b日惹州立大学-研究生院，教育研究与评估系，日惹，印度尼西亚;c Sunan Kalijaga州立伊斯兰大学-塔比耶和教育科学系，伊斯兰宗教教育系，日惹，印度尼西亚;d Tulungagung州立伊斯兰学院-乌苏鲁丁，阿达布和达瓦学院，印度尼西亚日惹国立大学-研究生院，教育科学系，物理教育专业，日惹
{"title":"Implementation of Islamic religious learning strategies in children with autism in Indonesia","authors":"H. Kistoro, B. Kartowagiran, Eva Latipah, Ngainun Naim, H. Putranta","doi":"10.5937/SPECEDREH19-28813","DOIUrl":"https://doi.org/10.5937/SPECEDREH19-28813","url":null,"abstract":"a Ahmad Dahlan University – Faculty of Islamic Religion, Department of Islamic Religious Education, Yogyakarta, Indonesia b Yogyakarta State University – Graduate School, Department of Educational Research and Evaluation, Yogyakarta, Indonesia c Sunan Kalijaga State Islamic University – Faculty of Tarbiyah and Educational Sciences, Department of Islamic Religious Education, Yogyakarta, Indonesia d Tulungagung State Islamic Institute – Faculty of Ushuluddin, Adab, and Da’wah, Department of Aqidah and Islamic Philosophy, Tulungagung, Indonesia e Yogyakarta State University – Graduate School, Department of Educational Sciences, Concentration of Physics Education, Yogyakarta, Indonesia","PeriodicalId":36810,"journal":{"name":"Specijalna Edukacija i Rehabilitacija","volume":"19 1","pages":"227-246"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71077125","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：