Pub Date : 2020-01-01DOI: 10.5937/specedreh19-26366
Ksenija Stanimirov, Aleksandra Grbović, Sanja Dimoski, B. Jorgić
{"title":"Physical activities of people with visual impairment and their determining factors","authors":"Ksenija Stanimirov, Aleksandra Grbović, Sanja Dimoski, B. Jorgić","doi":"10.5937/specedreh19-26366","DOIUrl":"https://doi.org/10.5937/specedreh19-26366","url":null,"abstract":"","PeriodicalId":36810,"journal":{"name":"Specijalna Edukacija i Rehabilitacija","volume":"19 1","pages":"91-107"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71077221","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/specedreh19-26446
M. Cvijetić, Svetlana Kaljača, Nenad Glumbis
{"title":"Relation between self-determination and social skills in people with mild and moderate intellectual disability","authors":"M. Cvijetić, Svetlana Kaljača, Nenad Glumbis","doi":"10.5937/specedreh19-26446","DOIUrl":"https://doi.org/10.5937/specedreh19-26446","url":null,"abstract":"","PeriodicalId":36810,"journal":{"name":"Specijalna Edukacija i Rehabilitacija","volume":"19 1","pages":"71-90"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71077312","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/SPECEDREH19-29874
Valentina Martać, Vesna Vučinić, M. Anđelković, Zorica Vladisavljević
Parenting is a dynamic process infuenced by the behavior of both children and parents. Behavior of children with visual impairment is characterized by the absence of language which involves smiling and looking, calming down when focusing on voice, unusual posture, stereotyped behavior, blank face, which can all interfere with parentchild interaction. Objective. The aim of this paper was to determine the characteristics of interaction between mothers and children with visual impairment and multiple disabilities. Methods. The research included a total of thirteen mother-child pairs. Five children had a visual impairment, while eight had both a visual impairment and another comorbid condition. The children were between 10 and 68 months of age (M = 31.62, SD = 19.08). The characteristics of interaction between mothers and children with visual impairment and multiple disabilities were assessed by analyzing videos, while Parenting Interactions with Children - Checklist of Observations Linked to Outcomes - PICCOLO was used to record the observed behaviors. Results. Interaction between parents and children with visual impairment and multiple disabilities was satisfactory in three domains: Affection, Responsiveness, and Encouragement. Conclusion. The biggest problem for parents was fnding a way to teach their child some activities or to provide information about the environment.
{"title":"Characteristics of interaction between parents and children with visual impairment at preschool age","authors":"Valentina Martać, Vesna Vučinić, M. Anđelković, Zorica Vladisavljević","doi":"10.5937/SPECEDREH19-29874","DOIUrl":"https://doi.org/10.5937/SPECEDREH19-29874","url":null,"abstract":"Parenting is a dynamic process infuenced by the behavior of both children and parents. Behavior of children with visual impairment is characterized by the absence of language which involves smiling and looking, calming down when focusing on voice, unusual posture, stereotyped behavior, blank face, which can all interfere with parentchild interaction. Objective. The aim of this paper was to determine the characteristics of interaction between mothers and children with visual impairment and multiple disabilities. Methods. The research included a total of thirteen mother-child pairs. Five children had a visual impairment, while eight had both a visual impairment and another comorbid condition. The children were between 10 and 68 months of age (M = 31.62, SD = 19.08). The characteristics of interaction between mothers and children with visual impairment and multiple disabilities were assessed by analyzing videos, while Parenting Interactions with Children - Checklist of Observations Linked to Outcomes - PICCOLO was used to record the observed behaviors. Results. Interaction between parents and children with visual impairment and multiple disabilities was satisfactory in three domains: Affection, Responsiveness, and Encouragement. Conclusion. The biggest problem for parents was fnding a way to teach their child some activities or to provide information about the environment.","PeriodicalId":36810,"journal":{"name":"Specijalna Edukacija i Rehabilitacija","volume":"19 1","pages":"213-226"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71077254","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/specedreh19-26535
M. Vuković, A. Kovač
{"title":"Neurolinguistic and clinical aspect of agrammatism in aphasia","authors":"M. Vuković, A. Kovač","doi":"10.5937/specedreh19-26535","DOIUrl":"https://doi.org/10.5937/specedreh19-26535","url":null,"abstract":"","PeriodicalId":36810,"journal":{"name":"Specijalna Edukacija i Rehabilitacija","volume":"19 1","pages":"109-122"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71077336","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/SPECEDREH19-30274
M. Cvijetić, Mirjana Đorđević
Introduction. Behavioral problems are more common in people with intellectual disability than in typical population and present an obstacle to their adaptive functioning and social inclusion. Since adjusted social behavior requires, among other things, an adequate understanding and interpretation of thoughts and behavior of others, theory of mind could be one of the factors of adjusted behavior and behavioral problems in people with intellectual disability. Objective. The aim of this paper is to single out the research in which the issue of the relationship between the ability of theory of mind and behavioral problems of people with intellectual disabilities has been addressed, through a literature review. Methods. Insight into the available literature was performed by searching the electronic databases that are available through the services of the Serbian Library Consortium for Coordinated Acquisition - KOBSON, as well as through Google Scholar and Research Gate. Results. Based on the analyzed research results, it can be concluded that there is a negative correlation between theory of mind and behavioral problems, both in children and in adolescents and adults with intellectual disabilities. While some studies have found a direct link between theory of mind and behavioral problems, others have found that this link is indirect, whereby the role of intermediaries tend to have executive functions, social acceptance, quality of parental interaction and resilience. Conclusion. Since the results of several studies suggest that more advanced theory of mind enables more successful social interactions and more adjusted behavior, it is necessary to enrich the education of people with intellectual disability with contents related to understanding thoughts, emotions, desires and intentions, as one of the elements of approach to treatment, in order to prevent problematic behaviors.
{"title":"Theory of mind and problem behavior in people with intellectual disability","authors":"M. Cvijetić, Mirjana Đorđević","doi":"10.5937/SPECEDREH19-30274","DOIUrl":"https://doi.org/10.5937/SPECEDREH19-30274","url":null,"abstract":"Introduction. Behavioral problems are more common in people with intellectual disability than in typical population and present an obstacle to their adaptive functioning and social inclusion. Since adjusted social behavior requires, among other things, an adequate understanding and interpretation of thoughts and behavior of others, theory of mind could be one of the factors of adjusted behavior and behavioral problems in people with intellectual disability. Objective. The aim of this paper is to single out the research in which the issue of the relationship between the ability of theory of mind and behavioral problems of people with intellectual disabilities has been addressed, through a literature review. Methods. Insight into the available literature was performed by searching the electronic databases that are available through the services of the Serbian Library Consortium for Coordinated Acquisition - KOBSON, as well as through Google Scholar and Research Gate. Results. Based on the analyzed research results, it can be concluded that there is a negative correlation between theory of mind and behavioral problems, both in children and in adolescents and adults with intellectual disabilities. While some studies have found a direct link between theory of mind and behavioral problems, others have found that this link is indirect, whereby the role of intermediaries tend to have executive functions, social acceptance, quality of parental interaction and resilience. Conclusion. Since the results of several studies suggest that more advanced theory of mind enables more successful social interactions and more adjusted behavior, it is necessary to enrich the education of people with intellectual disability with contents related to understanding thoughts, emotions, desires and intentions, as one of the elements of approach to treatment, in order to prevent problematic behaviors.","PeriodicalId":36810,"journal":{"name":"Specijalna Edukacija i Rehabilitacija","volume":"19 1","pages":"263-278"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71077565","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/specedreh19-28267
Vesna Žunić-Pavlović, M. Pavlovic
Introduction. Self-efficacy significantly affects teaching outcomes and professional life of teachers. Although there are numerous research studies on self-efficacy and job satisfaction of teachers, studies that deal with teachers in special education are scarce. Objectives. The research had the following two goals: first, to determine the differences in self-efficacy and job satisfaction between teachers in secondary schools for students with disabilities and teachers in secondary vocational schools, and second, to examine the relationship between self-efficacy and job satisfaction in these two groups of teachers. Methods. The sample consisted of 96 teachers in schools for students with disabilities and 372 teachers in vocational schools. Ohio State Teacher Efficacy Scale, Short form (OSTES) and Teaching Satisfaction Scale (TSS) were used. Results. Teachers in schools for students with disabilities differed significantly in the level of self-efficacy and job satisfaction compared to teachers in vocational schools. In both groups of teachers, there was a significant positive relation between self-efficacy and job satisfaction. Conclusion. The results of this research suggest that teachers with a higher level of self-efficiency are generally more satisfied with their job. This finding may have significant implications for teacher professional development. The determined differences between the two groups of teachers justify the need for an in-depth study of the relation between self-efficiacy and job satisfaction.
{"title":"Self-efficacy and job satisfaction of teachers in schools for students with disabilities","authors":"Vesna Žunić-Pavlović, M. Pavlovic","doi":"10.5937/specedreh19-28267","DOIUrl":"https://doi.org/10.5937/specedreh19-28267","url":null,"abstract":"Introduction. Self-efficacy significantly affects teaching outcomes and professional life of teachers. Although there are numerous research studies on self-efficacy and job satisfaction of teachers, studies that deal with teachers in special education are scarce. Objectives. The research had the following two goals: first, to determine the differences in self-efficacy and job satisfaction between teachers in secondary schools for students with disabilities and teachers in secondary vocational schools, and second, to examine the relationship between self-efficacy and job satisfaction in these two groups of teachers. Methods. The sample consisted of 96 teachers in schools for students with disabilities and 372 teachers in vocational schools. Ohio State Teacher Efficacy Scale, Short form (OSTES) and Teaching Satisfaction Scale (TSS) were used. Results. Teachers in schools for students with disabilities differed significantly in the level of self-efficacy and job satisfaction compared to teachers in vocational schools. In both groups of teachers, there was a significant positive relation between self-efficacy and job satisfaction. Conclusion. The results of this research suggest that teachers with a higher level of self-efficiency are generally more satisfied with their job. This finding may have significant implications for teacher professional development. The determined differences between the two groups of teachers justify the need for an in-depth study of the relation between self-efficiacy and job satisfaction.","PeriodicalId":36810,"journal":{"name":"Specijalna Edukacija i Rehabilitacija","volume":"74 1","pages":"165-179"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71077535","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/specedreh19-24881
M. Milicevic, G. Nedović
This descriptive and exploratory study aimed to examine the relationship between familycenteredness of service delivery and home and community participation of children with cerebral palsy. It was hypothesized that there would be a significant association between family-centeredness of service delivery and parental satisfaction with home and community participation in the group of school-aged children with cerebral palsy. A convenience sample included 110 children with cerebral palsy, aged 7–18 years (55% males; M age = 12.7 years, SD = 3.41). The Measure of Processes of Care (MPOC-20) was used to assess the extent to which parents of children with cerebral palsy perceived health and rehabilitation services they had been receiving as being family-centred. Overall parental satisfaction with their child’s home and community participation was evaluated by The Participation and Environment Measure for Children and Youth (PEM-CY). Analyses were performed using Spearman’s rank correlation test. Only two out of 10 tested correlations reached the level of statistical significance, both in home environment. Parents who had higher overall satisfaction with their child’s current home and community participation perceived certain aspects of health and rehabilitation services as being family-centred to a greater extent (general and specific information). The fulfilment of parents’ needs by presenting them general and child-related information could have a positive effect on their satisfaction with their child’s home participation. The findings suggest insufficient representation of the concept of participation and family-centred work principles in service planning and the evaluation of outcomes of the applied programs.
{"title":"The relationship between family-centeredness of service delivery and parental satisfaction with home and community participation of their children with cerebral palsy","authors":"M. Milicevic, G. Nedović","doi":"10.5937/specedreh19-24881","DOIUrl":"https://doi.org/10.5937/specedreh19-24881","url":null,"abstract":"This descriptive and exploratory study aimed to examine the relationship between familycenteredness of service delivery and home and community participation of children with cerebral palsy. It was hypothesized that there would be a significant association between family-centeredness of service delivery and parental satisfaction with home and community participation in the group of school-aged children with cerebral palsy. A convenience sample included 110 children with cerebral palsy, aged 7–18 years (55% males; M age = 12.7 years, SD = 3.41). The Measure of Processes of Care (MPOC-20) was used to assess the extent to which parents of children with cerebral palsy perceived health and rehabilitation services they had been receiving as being family-centred. Overall parental satisfaction with their child’s home and community participation was evaluated by The Participation and Environment Measure for Children and Youth (PEM-CY). Analyses were performed using Spearman’s rank correlation test. Only two out of 10 tested correlations reached the level of statistical significance, both in home environment. Parents who had higher overall satisfaction with their child’s current home and community participation perceived certain aspects of health and rehabilitation services as being family-centred to a greater extent (general and specific information). The fulfilment of parents’ needs by presenting them general and child-related information could have a positive effect on their satisfaction with their child’s home participation. The findings suggest insufficient representation of the concept of participation and family-centred work principles in service planning and the evaluation of outcomes of the applied programs.","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":"71076826","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/specedreh19-28163
Svetlana Mijatović, Vesna S. Radovanović
Introduction. In addition to family, school has an irreplaceable role in the development and behavior of children, because it it is a place of social interaction between students, students and teachers, as well as other adults, which differs significantly from the interaction within immediate and extended family. Objectives. This research aimed to determine and describe the behavior of deaf and hard of hearing children and children of typical development in different school situations. Methods. The sample consisted of 52 lower elementary school students, 7 to 11 years of age, divided into two groups - group A with 26 deaf and hard of hearing students, and group B with 26 students of typical development. With regard to gender, the sample consisted of 34 (65.4%) male students and 18 (34.6%) female students. The Questionnaire for assessing the behavior of younger school children was used in this research. Results. The results of the research showed that there were statistically significant differences between deaf and hard of hearing students and students of typical development in class behavior: with regard to the place where they sat (ch2 = 19.57, df = 8, rc = .52, p = .01), and attention during lessons (ch2 = 16.70, df = 8, rc = .49, p = .03); during recess: with regard to playing (ch2 = 20.13, df = 8, rc = .52, p = .01); or with regard to authority: when they addressed teachers (ch2 = 7.06, df = 8, rc = .49, p = .03), received orders (ch2 = 27.58, df = 8, rc = .58, p = .001) and praise (ch2 = 27.84, df = 8, rc = .59, p = .001). Age, gender, school success, and the type of amplification in deaf and hard of hearing students did not prove to be factors that significantly affected student behavior. Conclusion. More extensive research on personal (degree of hearing loss, language competence), family (parent-child dyad) and social factors (inclusive and non-inclusive education), would explain some of the unknowns related to the behavior of deaf and hard of hearing students.
{"title":"Behavioral characteristic of deaf and hard of hearing students and students of typical development in the educational process","authors":"Svetlana Mijatović, Vesna S. Radovanović","doi":"10.5937/specedreh19-28163","DOIUrl":"https://doi.org/10.5937/specedreh19-28163","url":null,"abstract":"Introduction. In addition to family, school has an irreplaceable role in the development and behavior of children, because it it is a place of social interaction between students, students and teachers, as well as other adults, which differs significantly from the interaction within immediate and extended family. Objectives. This research aimed to determine and describe the behavior of deaf and hard of hearing children and children of typical development in different school situations. Methods. The sample consisted of 52 lower elementary school students, 7 to 11 years of age, divided into two groups - group A with 26 deaf and hard of hearing students, and group B with 26 students of typical development. With regard to gender, the sample consisted of 34 (65.4%) male students and 18 (34.6%) female students. The Questionnaire for assessing the behavior of younger school children was used in this research. Results. The results of the research showed that there were statistically significant differences between deaf and hard of hearing students and students of typical development in class behavior: with regard to the place where they sat (ch2 = 19.57, df = 8, rc = .52, p = .01), and attention during lessons (ch2 = 16.70, df = 8, rc = .49, p = .03); during recess: with regard to playing (ch2 = 20.13, df = 8, rc = .52, p = .01); or with regard to authority: when they addressed teachers (ch2 = 7.06, df = 8, rc = .49, p = .03), received orders (ch2 = 27.58, df = 8, rc = .58, p = .001) and praise (ch2 = 27.84, df = 8, rc = .59, p = .001). Age, gender, school success, and the type of amplification in deaf and hard of hearing students did not prove to be factors that significantly affected student behavior. Conclusion. More extensive research on personal (degree of hearing loss, language competence), family (parent-child dyad) and social factors (inclusive and non-inclusive education), would explain some of the unknowns related to the behavior of deaf and hard of hearing students.","PeriodicalId":36810,"journal":{"name":"Specijalna Edukacija i Rehabilitacija","volume":"19 1","pages":"181-194"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71077477","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 : 2019-01-01DOI: 10.5937/SPECEDREH18-17588
Andrijana Bakoč, Svetlana Kaljača
{"title":"Quality of social competence of students with mild intellectual disability in school environment","authors":"Andrijana Bakoč, Svetlana Kaljača","doi":"10.5937/SPECEDREH18-17588","DOIUrl":"https://doi.org/10.5937/SPECEDREH18-17588","url":null,"abstract":"","PeriodicalId":36810,"journal":{"name":"Specijalna Edukacija i Rehabilitacija","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71076528","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 : 2019-01-01DOI: 10.5937/specedreh18-23037
Goran Jovanić, Jelena Nestorović, V. Petrović
{"title":"Comparison of risks and recidivism between convicts sentenced to prison time and house arrest","authors":"Goran Jovanić, Jelena Nestorović, V. Petrović","doi":"10.5937/specedreh18-23037","DOIUrl":"https://doi.org/10.5937/specedreh18-23037","url":null,"abstract":"","PeriodicalId":36810,"journal":{"name":"Specijalna Edukacija i Rehabilitacija","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71076325","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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