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Perception of parental support in the career development of students with intellectual disabilities
Get PDFUvod: Roditelji predstavljaju primarni izvor savetovanja, informisanja i posredovanja u karijernom razvoju dece. Kod osoba sa intelektualnom ometenošću tokom svih faza karijernog razvoja neophodna je roditeljska podrška, a posebno je važna u periodu profesionalnog osposobljavanja za rad. Cilj: Osnovni cilj rada je utvrditi kako učenici sa intelektualnom ometenošću percipiraju podršku roditelja tokom obrazovanja za izabrano zanimanje, sa posebnim osvrtom na neke faktore porodičnog i školskog okruženja. Metod: Uzorkom je obuhvaćeno 155 ispitanika sa lakom intelektualnom ometenošću koji se profesionalno osposobljavaju za rad u školama za učenike sa smetnjama u razvoju. U istraživanju je primenjena Skala roditeljske podrške u razvoju karijere (The Career-Related Parental Support Scale) koja procenjuje percepciju adolescenata o podršci roditelja, kroz oblasti instrumentalne pomoći, emocionalne podrške, verbalnog ohrabrivanja i modeliranja u vezi sa karijerom. Rezultati: Na uzorku u celini ispitanici percipiraju najveću podršku roditelja u domenu verbalnog ohrabrivanja, a najmanju u modelovanju u vezi sa karijerom. Veću podršku svojih roditelja u karijernom razvoju uočavaju oni koji žive u porodičnom okruženju sa oba roditelja, kao i oni čiji su roditelji obrazovaniji, zatim učenici starijih razreda i oni koji postižu odličan uspeh, dok razlike u odnosu na pol ispitanika nisu pronađene. Zaključak: Analizom dobijenih rezultata ukazano je na određene nedostatke u oblasti karijernog vođenja i savetovanja učenika sa intelektualnom ometenošću. Dobijeni nalazi upućuju na potrebu unapređivanja saradnje sa porodicama učenika na tom polju i njihovo osnaživanje u vezi sa načinima na koji mogu doprineti karijernom uspehu dece. Takođe, istaknuta je neophodnost proširivanja saznanja iz oblasti karijernog razvoja za dublje razumevanje ključnih problema u ovoj oblasti.Parents are the primary source of advice, information, and mediation in children’s career development. For persons with intellectual disabilities, parental support is necessary during all stages of career development, and it is especially important in the period of vocational education. Objectives. The main goal of the paper was to determine how students with intellectual disabilities perceived their parents’ support during education for a chosen occupation, with special attention to some factors of the family and school environments. Methodes. The sample consisted of 155 participants with mild intellectual disability undergoing professional training in schools for students with developmental disabilities. The Career-Related Parental Support Scale was used in the research. It was designed to assess adolescent perceptions of parental support across the domains of instrumental assistance, emotional support, verbal encouragement, and career-related modeling. Results. In the sample as a whole, the participants perceived the greatest parental support in the domain of verbal encouragement and the least in career-related modeling. Greater support from their parents in career development was perceived by those who lived in a family environment with both parents, as well as those whose parents were more educated, compared to students of senior classes and those who achieved excellent results, while no differences were found in relation to the gender. Conclusion. The analysis of the obtained results indicated certain deficiencies in the field of career guidance and counseling of students with intellectual disabilities. The obtained f indings point to the need to improve cooperation with students’ families in this field and empower them in relation to the ways in which they can contribute to the career success of children. Also, the necessity of expanding knowledge in the field of career development for a deeper understanding of the key problems in this field was highlighted
Тeachers’ perspective on inclusive school culture
No full textШколска култура се најчешће одређује као скуп неписаних пра-
вила и традиција, скуп симбола, митова и легенди, норми и очекивања,
који продиру у све сфере школе. За креирање инклузивне културе школе
од посебног значаја је поштовање људских права и уважавање ученичке
различитости. Циљ: Циљ истраживања је био усмерен на утврђивање
перцепције наставника основних и средњих школа о развоју инклузивне
школске културе. Методе: Узорак је чинило 55 наставника виших разреда
редовне
основне
(54,5%) и
средње
школе
(45,5%),
у
чијем
саставу
су
се
налазила
инклузивна
одељења.
За
потребе
истраживања
коришћен
је
Индекс
за
инклузију,
инструмент
за
самовредновање,
вредновање и
развој
инклузивности
школе.
У
обради
података
коришћене
су
статистичке
мере
дескриптивне
(аритметичка
средина,
стандардна
девијација,
максималне и
минималне
вредности) и
инференцијалне
статистике
(т-тест и
Анова
тест).
Резултати:
Укупан
скор
добијен у
оквиру
скале
има
високу
вредност
(АС=2,76),
што
указује
да
наставници
имају
позитивну
перцепцију
инклузивне
културе.
Највећа
средња
вредност
добијена
је
на
питању
које
се
односило
на
помоћ и
подршку
вршњака
типичног
развоја у
активностима
ван
школе
(АС=3,22),
док
је
најнижи
скор
остварен
на
показатељу
који
се
односи
на
подршку
и
помоћ
ученика
са
бољим,
вршњацима
са
слабијим
школским
успехом
(АС=2,67).
Закључак:
Након
више
од
десет
година
од
увођења
инклузије,
у
многим
школама
недостају
адекватни
услови
који
би
обезбедили
ефикасност
инклузивног
образовања.
Један
такав
услов
је и
висок
ниво
инклузивне
културе
учесника у
образовном
процесу, у
првом
реду
наставника,
јер
се
инклузивна
култура,
поред
осталог,
базира
на
њиховим
ставовима и
вредностима.School culture is most often defined as a set of unwritten rules
and traditions, a set of symbols, myths and legends, norms and expectations,
which permeate all spheres of the school. Respect for human rights and respect
for student diversity is of particular importance for the creation of an inclusive
school culture. The aim of this research was aimed to determine development
of an inclusive school culture perceived by primary and secondary school
teachers. Methods. The sample consisted of 55 teachers of higher grades in
elementary (54.5%) and secondary inclusive schools (45.5%). The Inclusion
Index, an instrument for self-evaluation, evaluation and development of school
inclusiveness was used for the purposes of the research. Statistical measures of
descriptive (arithmetic mean, standard deviation, maximum and minimum
values) and inferential statistics (t-test and Anova test) were used in data
processing. Results. The total score obtained within the scale was high (AS=2.76),
which indicates that teachers had a positive perception of inclusive culture. The
highest mean value was obtained on the question related to the help and support
of peers of typical development in activities outside school (AS=3.22), while the
lowest score was obtained on the indicator related to the support and help of
students with peers with better school performance (AS=2.67). Conclusion.
Still many schools don’t have adequate conditions that would ensure the
effectiveness of inclusive education, in spite of the fact that more than ten years
have passed of inclusion. One such condition is a high level of inclusive culture
of participants in the educational process, primarily teachers, because inclusive
culture, among other things, is based on their attitudes and values
Relationship between homocysteine levels, vitamin D and cognitive function in persons with intellectual disability
No full textObjectives
The aim of the article is to determine the relationship between homocysteine in the plasma, vitamin D (VitD) in the serum and cognitive abilities in persons with mild intellectual disability (ID) in different age groups.
Methods
In a cross-sectional, observational study including younger and older participants with mild ID, a cognitive assessment was performed using the Montreal Cognitive Assessment (MoCA), and blood samples were taken to assess plasma homocysteine and serum VitD levels.
Results
A total of 60 persons with mild ID were included in the study, of whom 30 were aged 9–16 and 30 were aged 35–62 years old. Increased plasma homocysteine values were detected in 85% of cases and reduced serum VitD levels in 90% of cases. Older participants had significantly higher homocysteine values than younger ones (t(58) = −4.19; p = 0.00; d = 1.082), while younger participants had significantly more pronounced VitD deficiency than older ones (t(58) = −3.91; p = 0.00; d = 1.011). A significant correlation between cognition and VitD values was found in older participants (r = −0.424, p = 0.020).
Conclusions
A substantial proportion of individuals with ID, both children and adults, have increased total homocysteine (tHcy) plasma levels and insufficient VitD serum, but the clinical significance of these findings remains to be determined. Homocysteine and VitD have not been found to have a protective effect on cognition among persons with mild ID
Production of clitics in people with broca's aphasia: preliminary insights
No full textIntroduction: Broca's aphasia is a non-fluent type of aphasia, which is primarily manifested in
agrammatism. The patients usually produce short sentences in which function words and
morphemes are often omitted.
Aim: The objective of the research is to examine the production of clitics in people with Broca's
aphasia and to compare them with neurologically healthy subjects without a language disorder.
Method: The sample included 13 patients with Broca's post-stroke aphasia, who had relatively
good auditory comprehension ability. The diagnosis of aphasia was based on the Boston
Diagnostic Aphasia Examination. The control group comprised 13 neurologically healthy subjects
with no presence of disorders in their language development. The groups were equivalent in level
of education. The patients' mother tongue was Serbian. The new Serbian Clitic Production Test
(SCPT) was used. The descriptive (Frequency, Percentage, Mean, SD, Min, Max) and inferential
(Mann-Whitney U-test) statistics were used in data processing.
Results and discussion: We found statistically significant differences between people with Broca's
aphasia and neurotypical subjects on the SCPT (U = 1.500, z = -4.982, p = 0.000). The results
showed that people with Broca's aphasia achieve low scores on the SCPT, regardless of age, years
of education and time post onset. Errors in production of clitics in people with Broca's aphasia are
manifested in the omission of clitics and/or production of inadequate clitics.
Conclusion: Preliminary results show that the SCPT has the potential to detect clitics production
deficits in patients with Broca's aphasia
Аssessment of voice pronunciation quality in different speech styles
No full textДуги низ година научници траже одговор на питање како говор,
манифестован у различитим говорним модалитетима, задржава велики
ниво поузданости у преносу информација. Различите манифестације
се могу односити на различите говорне стилове (нпр. нормалан говор,
шапат сценски говор итд.) или варијације у оквиру једног стила. Нека
од питања која су и данас остала неразјашњена односе се на продукцију
и перцепцију односно, везу продукционих и перцептивних обележја као
и на њихова варијациона поља. За изучавање ових феномена битна
претпоставка је познавање артикулационо-акустичких обележја и
начина њихове физичке манифестације. Један од битних предуслова
сваког истраживања у овој области је могућност одређивања типичних
реализација акустичких корелата перцептивних обелезја, као носилаца
говорних информација. У раду су дати резултати истраживања оцене
квалитета изговора кроз анализу одређених акустичких обележја у
току нормалног говорног стила. Такође су изнети и проблеми искусних
стручњака у ситуацијама када је потребно анализирати шапат као
често заступљен говорни стил. Показује се да правила која се користе за
један говорни стил а која могу бити јасно дефинисана, не морају да важе
за неки други говорни стил. То подразумева да се за сваки говорни стил
морају дефинисати критеријуми како би изговор могао бити процењен
на адекватан начин.For many years, scientists have been looking for an answer to the question of
how speech, manifested in different speech modalities, maintains a high level
of reliability in the transmission of information. Different manifestations may
refer to different speech styles (e.g., normal speech, stage speech, whispering,
etc.) or variations within a single style. Some of the questions that remain
unresolved even today relate to production and perception, more specifically,
the connection between production and perceptual features, as well as their
variation fields. For the study of these phenomena, an essential assumption
is knowledge of articulatory-acoustic characteristics and the way of their
physical manifestation. One of the essential preconditions of any research
in this field is the possibility of determining typical realizations of acoustic
correlates of perceptual features, as carriers of spoken information. This
paper presents the results of the pronunciation quality evaluation through
the analysis of certain acoustic characteristics during the normal speaking
style. We have also presented problems experienced by experts in situations
where it is necessary to analyze another frequently represented speech style –
whispering. Results indicate that the rules used for one clearly defined speech
style do not necessarily apply to another speech style. More specifically,
results indicate that criteria must be defined for each speaking style so that the pronunciation can be assessed in an adequate way
MODEL OF READING: INTERPRETATION AND CLINICAL IMPLICATIONS
No full textIntroduction. Reading is a complex cognitive skill that is acquired
through learning. For successful reading, processes of visual analysis
of script, sensorimotor transformations of orthographic script into
phonological codes and their connection with semantic representations
are necessary. There are several different models for understanding the
functioning of these processes and their interrelationship.
The goal. The aim of this paper is to present and interpret the dual rout
model of reading from the aspect of its applicability in clinical practice.
Method. Internet search engines and electronic databases were used to
collect and analyse empirical data. Original and review papers, books
and chapters in books that talk about reading and reading disorders
were taken into account. Also, printed versions of monographs,
textbooks and collections of papers available in the University Library
in Belgrade were used.
Results. The results showed that the dual rout model of reading
dominates in contemporary literature. This model includes two basic
ways
of
processing
written
words:
lexical
and
non-lexical
(phonological). The importance of a differentiated approach to the
interpretation of reading errors, as well as the importance of the
classification of dyslexia based on damage to the basic reading
pathways, is emphasized. It was also emphasized that the model of
reading provides guidelines for the design of measurement
instruments for the assessment of reading disorders, as well as for
choosing an adequate treatment method.
Conclusion. Consideration of the dual model of reading contributes to
the extending of knowledge about the cognitive processing of written
language, as well as about the specifics of this processing in languages
with different orthographies. The interpretation of reading disorders
results in the context of current theoretical models contributes to the
improvement of the diagnostics and treatment of dyslexia.Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju,
Beograd, Srbija
Uvod. Čitanje je složena kognitivna veština koja se stiče učenjem. Za
uspešno čitanje neophodni su procesi vizuelne analize pisma,
senzomotornih transformacija ortografskog pisma u fonološke kodove
i njihovo povezivanje sa semantičkim predstavama. Postoji više
različitih modela shvatanja načina funkcionisanja ovih procesa i
njihove međusobne povezanosti.
Cilj. Cilj ovog rada je prikaz i interpretacija dvostrukog modela čitanja
s aspekta njegove primene u kliničkoj praksi.
Metod. Za prikupljanje i analizu empirijskih podataka korišćeni su
internet pretraživači i elektronske baze podataka. U obzir su uzeti
originalni i pregledni radovi, knjige i poglavlja u knjigama koji govore
o čitanju i poremećajima čitanja. Takođe, korišćena je literatura
dostupna u Univerzitetskoj biblioteci u Beogradu.
Rezultati. Rezultati su pokazali da dvostruki model čitanja dominira
u savremenoj literaturi. Ovaj model uključuje dva osnovna puta obrade
napisanih reči: leksički i neleksički (fonološki). Istaknut je značaj
diferenciranog pristupa interpretaciji grešaka u čitanju, kao i značaj
klasifikacije disleksije na osnovu oštećenja osnovnih puteva čitanja.
Takođe je naglašeno da model čitanja pruža smernice za oblikovanje
test mernih instrumenata za dijagnostikovanje poremećaja čitanja, kao
i za izbor adekvatnog metoda tretmana.
Zaključak. Razmatranje dvostrukog modela čitanja doprinosi
proširivanju znanja o kognitivnoj obradi pisanog jezika, kao i o
specifičnostima ove obrade u jezicima sa različitom ortografijom.
Interpelacija rezultata poremećaja čitanja u kontekstu aktuelnih
teorijskih modela doprinosi unapređenju dijagnostike i tretmana
disleksije /aleksije
Cochlear implantation for severe mixed hearing loss caused by Treacher Collins syndrome – a case report
No full textIntroduction. Treacher Collins syndrome (TCS) is rare
genetic condition characterized by typical head and neck
malformations occurring in 1:50,000 newborns. Permanent
conductive or mixed hearing loss of various degrees is diagnosed in 50% of individuals with TCS. A prerequisite for
speech and language development in children with permanent mixed hearing impairment is the application of one of
the bone conduction hearing aids. Choosing an adequate
hearing aid in this case depends primarily on the degree of
hearing impairment and the type of ear malformation. Case
report. We present a female patient with multiple genetic
malformations due to TCS. The patient was, immediately after birth, referred for audiological evaluation because of
considerable ear and face malformations. Using a hearing
test battery, permanent mixed, predominantly conductive,
bilateral hearing loss of severe degree was diagnosed. The
use of bone conduction hearing aids (including the Vibrant®
Soundbridge middle ear implant) in the patient did not give
the expected results – sufficient amplification for adequate
speech and language development. Only after cochlear implantation at the age of nine did the patient’s hearing
thresholds stabilize and her communication and academic
potential develops to full capacity. Conclusion. If a middle
ear implant is not sufficient for adequate amplification,
cochlear implantation should be considered as an appropriate solution for treating severe permanent mixed hearing impairment in patients with TCS.Uvod. Tričer Kolins sindrom (TKS) je retko genetsko
oboljenje koje karakterišu prepoznatljive malformacije u
predelu glave i vrata, a javlja se kod 1:50 000 novorođene
dece. Kod 50% osoba sa TKS dolazi do trajnog mešovitog
oštećenja sluha različitog stepena. Preduslov za pojavu
govora i jezika kod dece sa trajnim mešovitim oštećenjem
sluha je primena nekog od slušnih aparata za koštanu
provodljivost. Odabir adekvatnog slušnog pomagala u
ovom slučaju zavisi pre svega od stepena oštećenja sluha i
tipa malformacije organa čula sluha. Prikaz bolesnika.
Prikazujemo bolesnicu sa mnogobrojnim genetskim
malformacijama nastalim usled TKS. Bolesnica je zbog
značajnih malformacija uva i lica odmah po rođenju
upućena na audiološku procenu. Korišćenjem baterije za
ispitivanje
sluha dijagnostikovan je trajni mešoviti,
obostrani, pretežno provodljivi gubitak sluha teškog
stepena.
Primena aparata za koštanu provodljivost
(uključujući Vibrant® Soundbridge implantat srednjeg uva)
kod bolesnice nije dovela do očekivanih rezultata –
dovoljno pojačanje za odgovarajući razvoj govora i jezika.
Tek nakon kohlearne implantacije na uzrastu od devet
godina, kod bolesnice je došlo do stabilizacije praga sluha i
razvoja komunikacijskih i akademskih potencijala do punog
kapaciteta. Zaključak. Ukoliko implantat srednjeg uva nije
dovoljan za adekvatno pojačanje, treba razmotriti kohlearnu
implantaciju kao odgovarajuće rešenje za lečenje trajnog
mešovitog oštećenja sluha teškog stepena kod bolesnika sa
TKS
Uticaj različitih uslova slušanja na razumevanje govora kod dece sa specifičnim jezičkim poremećajem
No full textDeca sa specifičnim jezičkim poremećajima pokazuju teškoće u auditivnoj obradi govornih segmenata i izmenjene obrasce auditivnih reakcija na različite akustičke karakteristike. Još uvek nije do kraja objašnjeno zašto deca koja imaju uredan perifeni sluh pokazuju određene neubičajene deficite u ovom domenu. Kod ove populacije vrlo su izražene teškoće u verbalnoj memoriji, auditivnoj pažnji, spacijalnoj orjentaciji, binauralnoj integraciji i drugim sličnim komponentama auditivne sposobnosti. Ove teškoće se značajno pojačavaju u otežanim uslovima slušanja. Cilj: Opšti ciljevi su bili utvrđivanje da li različiti uslovi slušanja utiču na razumevanje govora kod dece sa specifičnim jezičkim poremećajem i da li postoje razlike u odnosu na decu urednog govorno-jezičkog razvoja. Metode: U uzorku je bilo 15 dece sa specifičnim jezičkim poremećajem i 15 dece urednog govorno-jezičkog razvoja uzrasta od 3 do 7 godina. Za potrebe ovog istraživanja osmišljen je upitnik za ispitivanje razumevanja govora u različitim uslovima slušanja a popunjavan je od strane roditelja. Upitnik se sastoji od 15 pitanja koja se odnose na 4 različita uslova slušanja: idealni uslovi slušanja (tišina), slušanje u bučnom okruženju (buka), slušanje na većoj udaljenosti (distanci) i slušanje govora sa TV, radija, kompjutera ili nekog drugog medija. Rezultati: Deca sa specifičnim jezičkim poremećajem su postizala statistički značajno lošija postignuća u odnosu na decu urednog govorno-jezičkog razvoja u svim uslovima slušanja (p<0,001). Za decu sa specifičnim jezičkim poremećajem najteži uslov je bio razumevanje govora u uslovima ambijentalne buke, ali i u drugim uslovima slušanja postignuća nisu bila značajno bolja. Deca tipičnog razvoja pokazivala su veoma slična, visoka postignuća bez obzira na uslove slušanja. Zaključak: Deca sa specifičnim jezičkim poremećajem pokazuju izražene teškoće u razumevanju govora u različiitim uslovima slušanja u odnosu na vršnjake urednog razvoja. Ovakvi rezultati ukazuju na potrebu brižljivog planiranja programa rehabilitacije u domenu auditivne percepcije.Introduction. Children with specific language disorders show difficulties
in auditory processing of auditory segments and changes in the pattern of
auditory reactions to different acoustic characteristics. It is still not fully
explained why children with normal peripheral hearing show certain unusual
deficits in this domain. In this population, difficulties in verbal memory,
auditory attention, spatial orientation, binaural integration and other similar
components of auditory ability are very pronounced. These difficulties occur
significantly in difficult listening conditions. Objective. The general objectives
were to determine whether different listening conditions affect speech
understanding in children with a specific language disorder and whether
there are differences compared to children with normal speech development.
Methods. The sample consisted of 15 children with a specific language
disorder and 15 children with normal speech and language development aged 3 to 7 years. For the purposes of this research, a questionnaire was designed to
examine speech understanding in different listening conditions and it was filled
out by parents. The questionnaire consists of 15 questions related to 4 different
listening conditions: ideal listening conditions (silence); listening in a noisy
environment (noise); long-distance listening; and listening to speech from TV,
radio, computer or other media. Results. Children with a specific language
disorder achieved statistically significantly worse scores compared to children
with normal speech and language development in all listening conditions (p
< 0.001). For children with specific language impairment, the most difficult
condition was speech understanding in ambient noise conditions, but even in
listening conditions, the achievement was not significantly better. Typically
developing children showed very similar, high achievement regardless of
listening conditions. Conclusion. Children with a specific language disorder
show pronounced difficulties in understanding speech in different listening
conditions compared to peers with regular development. These results indicate
the need for careful planning of rehabilitation programs in the domain of
auditory perception
Stress in parents of children with some neurodevelopmental disorders – a narrative review
No full textRoditelji dece sa neurorazvojnim poremećajima doživljavaju više nivoe
stresa u poređenju sa roditeljima dece neurotipičnog razvoja. Dve najfekventnije kliničke slike u okviru neurorazvojnih poremećaja – intelektualna
ometenost i poremećaj iz spektra autizma za roditelje nose brojne izazove.
Roditelji, u slučaju prisustva ovih poremećaja, predstavljaju glavni sistem
pružanja podrške i kontinuirane nege, a takve situacije predstavljaju izvorište mogućeg kontinuiranog stresa. Cilj ovog rada je da pruži narativni
pregled istraživanja i merenja stresa kod roditelja dece s intelektualnom
ometenošću i autizmom. Za realizaciju cilja korišćena je metoda narativnog pregleda, a literatura je pronađena pretraživanjem elektronskih baza
podataka, dostupnih preko Konzorcijuma biblioteke Srbije za objedinjenu
nabavku i preko baze Google Scholar. Izdvojena su istraživanja objavljena
u poslednih pet godina. Kod roditelja dece s intelektualnom ometenošću naj-
češće se registruje niži nivo stresa. Viši nivo roditeljskog stresa u snažnoj je
korelaciji sa ponašanjem deteta s intelektualnom ometenošću koje roditelji
karakterišu kao izazovno. Viši nivoi roditeljskog stresa povezani su sa većom
ozbiljnošću simptoma autizma, nižim kvalitetom adaptivnih veština i većim
prisustvom problema u ponašanju kod deteta s poremećajem iz spektra autizma. Upravljanje stresom roditelja dece s neurorazvojnim poremećajima zasniva se na individualizovanom i multidisciplinarnom pristupu, kao i osmišljenoj intervenciji fokusiranoj na porodicu.Parents of children with neurodevelopmental disorders experience higher
levels of stress compared to parents of children with neurotypical development.
Te two most frequent clinical pictures within neurodevelopmental disorders -
intellectual disability and autism spectrum disorder, pose numerous challenges
for parents. Parents, in the presence of these disorders, represent the main
system of providing support and continuous care, and such situations represent
the source of possible continuous stress. Te aim of this paper is to provide a
narrative review of research and measurement of stress in parents of children
with intellectual disability and autism. To achieve the goal, the method of
narrative review was used, and the literature was found by searching electronic
databases, available through Te Consortium of Libraries of Serbia for Unifed
Procurement and through the Google Scholar database. Research published
in the last fve years has been singled out. A lower level of stress is most ofen
registered among parents of children with intellectual disability. A higher level
of parental stress is strongly correlated with the behavior of a child with an
intellectual disability, which the parents characterize as challenging. Higher
levels of parental stress are associated with greater severity of autism symptoms,
lower quality of adaptive skills, and greater presence of behavioral problems
in a child with autism spectrum disorder. Stress management of parents of
children with neurodevelopmental disorders is based on an individualized and
multidisciplinary approach, as well as a designed intervention focused on the
family
Historical-pedagogical perspective of intellectual disability across the world and in Serbia
No full textThe perspectives on the conceptualization of intellectual
disability throughout history have been highly variable. There was a long period of
complete neglect of this condition, with the expansion of its study only beginning
in recent history. The need to present a historical-pedagogical perspective of
intellectual disability helps create greater criticality when it comes to creating the
current rehabilitation process. This paper presents an account of events and
personalities that transformed and advanced the concept of intellectual disability,
according to the interpretation of contemporary ideologies, knowledge, and
practices. Dealing with the first recorded structured concept of intellectual
disability is associated with the name of the French psychiatrist Jean Itard and his
extensive work with the “Wild Boy” Victor. Itard’s legacy was dutifully carried
forward by Édouard Séguin, who successfully navigated the challenging
circumstances imposed by educational authorities. Despite numerous distractions
imposed by the state, Séguin managed to create the first written literature that more
precisely defined intellectual disability. He developed a stimulating program for
individuals with intellectual disabilities and actively participated in the creation of
international associations dedicated to intellectual and developmental disorders,
which continue to address these issues today. Teodor Janković Mirijevski was the
first Serbian pedagogist whose school reform legally enabled students categorized
as “weaker learners” to participate in school activities on an equal basis with other
students. Although in Serbia, historically, work on the conceptualization of
intellectual disability was not so expansive, this reform was highly innovative,
particularly considering the absence of similar ideas in the neighboring countries. In conclusion, various historical conceptualizations have led to a shift away from
an approach based solely on deficits in functioning. Today, the favored approach
is based on strengths, grounded in unequivocal research evidence.Перспективе у концептуализацији интелектуалне ометености кроз историју биле су
врло променљиве. Бележи се веома дуг период потпуног занемаривања овог стања,
да би тек у новој историји започела експанзија њеног проучавања. Потреба да се
представи историјско-педагошка перспектива интелектуалне ометености помаже
стварању веће критичности када је у питању креирање актуелног рехабилитационог
процеса. У овом раду дат је приказ догађаја и личности које су трансформисале и
унапредиле концепт интелектуалне ометености, према тумачењу савремених идеологија, знања и пракси. Прво забележено структурисано бављење концептом интелектуалне ометености везује се за име француског психијатра Жана Итара и његов
вишегодишњи рад са „дивљим дечаком” Виктором. Итарово наслеђе одговорно је
преузео Едуар Сеген, који се успешно хватао у коштац са свим отежавајућим околностима које су својевољно наметале просветне власти. Упркос бројним дистракцијама наметнутим од стране државе, Сеген је успео да креира прву писану литературу
која ближе одређује интелектуалну ометеност, направио стимулативни програм
рада са овим особама и активно учествовао у формирању интернационалног удружења за интелектуалне и развојне поремећаје које се бави питањима у овој области
и данас. Теодор Јанковић Миријевски био је први српски педагог чија је реформа
школства законски омогућила ученицима који „слабије уче” да буду укључени у рад
школе, равноправно са осталим ђацима. Иако у Србији, историјски посматрано, рад
на концептуализацији интелектуалне ометености није био тако експанзиван, оваква
реформа је била веома иновативна, ако се узме у обзир изостанак таквих идеја у
околним државама. У раду се закључује да је, кроз различите историјске концептуализације, напуштен приступ који је заснован на дефицитима у функционисању, а
да је данас фаворизован приступ базиран на јаким странама, тј. снагама који је
заснован на недвосмисленим истраживачким доказима