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Quality of Prison Life of Female Prisoners in Serbia: Key Challenges and Areas of Strength
No full textDespite a range of differences between male and female prisoners, research on the female prison population has been
lacking due to their smaller representation worldwide. To address this gap, the study aimed to understand the overall
prison experience of female prisoners in Serbia by analysing the quality of prison life and examining various dimensions
across five overarching categories of the prison climate. A descriptive and cross-sectional study was conducted using
the convenience sample of 91 female prisoners serving prison sentences in the Correctional Institution for Women
in Požarevac. The Measuring the Quality of Prison Life (MQPL) survey and a one-way repeated-measures ANOVA
with post-hoc Bonferroni adjustments were used. Significant variations in ratings of the prison climate were identified.
The overall prison experience was rated relatively low with only one quarter of the sample giving a positive rating.
The highest-ranked MQPL dimensions were Prisoner Adaptation and Distress, while the lowest were Well-being,
Bureaucratic Legitimacy, Organisation and Consistency, and Decency. The proposed holistic approach with practical
interventions offers the potential to enhance prison life quality and support the well-being of female prisoners, who
represent a vulnerable and marginalised group in society
Seksualno nasilje na univerzitetima u Srbiji: Ka prevenciji seksualnog nasilja i podršci žrtvama zasnovanoj na dokazima
No full textNastavnici i inkluzivna nastava usmerena na učenika
Get PDFEducational inclusion is a complex process that includes many aspects related to systemic and organizational activities. In implementing inclusion, the complex and demanding role of teachers is cited as one of the most important factors. Primarily, teachers are expected to understand inclusive values and inclusive education, to have positive attitude towards diversity, to support all students and encourage their education; to collaborate with other professionals and be a reflective practitioners ready for continuous improvement. Without qualified, competent and motivated teachers, it is not possible to develop inclusive culture and inclusive education. When it comes to the inclusion of children with developmental disabilities, study results indicate that a significant number of teachers do not feel ready to implement inclusive education and that school communities are slow in developing inclusive educational ethos. The aim of the paper is to present the results of research related to the basic values of teachers' professional development and teaching aimed at students with developmental disabilities
Writing abstracts in english – guidelines for serbian authors
Get PDFAbstracts generally summarize key points of research studies, and as such,
their main purpose is to attract the attention of potential readers. Thus, they should be
well-written, concise, clear, and informative. This paper aims to provide basic
guidelines for writing a good abstract in English, focusing mainly on linguistic
aspects. Also, the paper addresses some common abstract-writing mistakes resulting
from Serbian-English language differences that are usually overlooked or
unrecognized by Serbian authors and available proofreading tools. The examples
come from a corpus of 71 abstracts written in English by Serbian authors for the 11th
International Scientific Conference Special Education and Rehabilitation Today in
2021. They illustrate some frequent errors, ways to correct them, and suggestions on
how to achieve greater clarity and coherence in English sentences. Both versions
(before and after the proofreading process) were analyzed. It was observed that
sentences and structures in English abstracts were significantly affected by the rules,
sentence patterns, and flexibility of the Serbian language.Ovaj rad je rezultat autorovog dugogodišnjeg iskustva kao lektora i prevodioca naučnih i stručnih radova. Cilj prvog dela rada je da navede kratke smernice za pisanje dobrih apstrakata na engleskom jeziku na osnovu pregleda literature. Uobičajene greške opisane i analizirane u drugom delu rada su one koje se često javljaju bez obzira da li autori koriste neke od dostupnih alata za lekturu ili prevodjenje. Iako ovi alati danas veoma uspešno ispravljaju tipične gramatičke greške (npr. upotrebu članova u engleskom jeziku), nude bolji izbor reči i kolokacija, pa čak i sugerišu kako razdvojiti rečenice i učiniti tekst konciznijim, često ne uspevaju da prepoznaju neadekvatan red reči ili upotrebu glagolskih vremena koji su direktno preuzeti iz drugih jezika. Na primer, alati za lekturu često neće ispraviti tipično srpski red reči u engleskoj rečenici, niti će ispraviti pogrešnu upotrebu sadašnjeg vremena u prikazu rezultata istraživanja. Nemogućnost alata za lekturu i prevođenje da prepoznaju naučni kontekst ili razumeju i analiziraju određenu temu može dovesti do neadekvatne upotrebe skraćenica, znakova interpunkcije i velikih slova. Stoga je ovaj rad usmeren na greške koje proističu iz razlika između srpskog i engleskog jezika, a koje autorima iz Srbije ili alatima za lekturu često promaknu ili ih isti ni ne prepoznaju
Self-assessment of the engagement of students with disabilities in the school context
Get PDFUvod: Angažovanje učenika u školi predstavlja stepen do kojeg se učenici ulažu, koliko
su motivisani i voljni da učestvuju u nastavnim i vannastavnim aktivnostima u svojoj
školi, što u velikoj meri ima uticaj na njihov budući akademski i profesionalni uspeh. Cilj:
Cilj ovog istraživanja je da se ispita samoprocena angažovanosti učenika sa smetnjama
u razvoju u školskom kontekstu. Metode: Uzorak istraživanja sastojao se od 148 učenika
sa smetnjama u razvoju, oba pola (61.5% dečaka), prosečnog uzrasta 13.9 godina, koji
pohađaju inkluzivne i osnovne škole za obrazovanje učenika sa smetnjama u razvoju i
invaliditetom. Za utvrđivanje angažovanosti korišćena je Skala angažovanosti učenika.
Rezultati: Dobijeni rezultati pokazuju da su kod većine učenika sa smetnjama u razvoju
bihevioralna i emocionalna angažovanost na višem nivou od kognitivne i da sa uzrastom
raste nivo angažovanosti na bihevioralnoj i kognitivnoj komponenti. Istovremeno,
na domenu kognitivno angažovanje statistički značajno više skorove imali su učenici
koji pohađaju škole za učenike sa smetnjama u razvoju i invaliditetom. Zaključak:
Bihevioralno, emocionalno i kognitivno angažovanje doživljava se kao potencijalno
efikasan odgovor na probleme koji se javljaju kod učenika sa smetnjama u razvoju i
trebalo bi ga uzeti u obzir prilikom prevencije problematičnih obrazaca koji se mogu
javiti u vezi sa školskim kontekstom.Introduction. Student engagement in school represents the degree to which students are invested, motivated, and willing to participate in curricular and extracurricular activities at their school, which greatly influences their future academic and professional success. Objective. The aim of our research was to examine the self-assessment of the engagement of students with developmental disabilities in the school context. Methods. The research sample consisted of 148 students with developmental disabilities, of both genders (61.5% boys), with an average age of 13.9 years, attending inclusive and elementary schools for the education of students with developmental disabilities. The School Engagement Scale was used to determine engagement. Results. The main results showed that in the majority of students with developmental disabilities, behavioral and emotional engagement was at a higher level than cognitive engagement and that the level of engagement in the behavioral and cognitive components increased with age. At the same time, students who attended schools for students with developmental disabilities had statistically significantly higher scores on the cognitive engagement domain. Conclusion. Behavioral, emotional, and cognitive engagement is perceived as a potentially effective response to problems that occur in students with developmental disabilities and should be considered when preventing problematic patterns that may arise in the school context
Support programs for siblings of children with disabilities: a literature review
Get PDFCilj ovog rada je da se pregledom dostupne literature izdvoje i analiziraju radovi čiji su predmet istraživanja programi podrške i njihovi efekti na siblinge dece sa smetnjama u razvoju. Pri pregledu literature korišćeni su Google Scholar i servis Konzorcijuma biblioteka Srbije za objedinjenu nabavku – KOBSON. Analizirano je 11 radova. Različiti programi podrške siblinzima dece sa smetnjama u razvoju daju pozitivne efekte na njihovo funkcionisanje. Najveći efekti su uočeni u oblasti većeg razumevanja stanja siblinga sa smetnjama u razvoju, povećanja kvaliteta sibling odnosa, unapređenja slike o sebi i strategija suočavanja sa problemima, kao i smanjenja osećaja izolacije i problema u ponašanju. Uočena je težnja za ranu identifikaciji potreba siblinga tipičnog razvoja i kreiranja odgovarajućih programa podrške.T he aim of this paper is to review the available literature in order to select and analyze works whose research focuses on support programs and their effects on siblings of children with developmental disabilities. Google Scholar and the service of the Serbian Library Consortium for Coordinated Acquisition - KOBSON were used in the literature review. 11 papers were analyzed. Various support programs for siblings of children with disabilities have a positive impact on their functioning. The greatest effects were observed in the area of better understanding of the situation of siblings with developmental disabilities, improving the quality of sibling relationships, improving self-image and coping strategies, and reducing feelings of isolation and behavioral problems. A tendency toward early identification of the needs of typically developing siblings and the creation of appropriate support programs was noted
Toilet training in children with certain developmental disorders
Get PDFOvladavanje veštinama u okviru toaletnog treninga u detinjstvu smatra se značajnom
razvojnom odrednicom. Sticanje veština pravilnog korišćenja toaleta kod dece s
razvojnim poremećajima često je odloženo. Cilj ovog rada je da izloži moguće probleme
koji se javljaju kod dece sa intelektualnom ometenošću, poremećajem iz spektra
autizma i cerebralnom paralizom tokom uspostavljanja toaletnih veština, kao i da ukaže
na intervencije koje su se u ovom domenu pokazale efikasnim. U radu je ukazano na
specifičnosti svake od tretiranih kliničkih slika u pogledu ovladavanja veštinama tokom
toaletnog treninga. Posebno su obrađene bihevioralne intervencije, za koje je naglašeno
da je ključno da budu individualizovane na osnovu fizičkih ograničenja i kognitivnog
statusa deteta. Među efikasnim intervencijama ističu se potkrepljenje, podsticanje,
gašenje, demonstracije, vizuelni rasporedi i druge, koje su izvedene iz programa tretmana
za decu sa razvojnim poremećajima.Mastering toilet training skills in childhood is considered an important developmental
determinant. Acquiring proper toilet skills in children with developmental disorders is
often delayed. The aim of this paper is to present possible problems that occur in children
with intellectual disability, autism spectrum disorder, and cerebral palsy during toilet
training, as well as to indicate the interventions that have proven to be effective in this
domain. The paper points out the specifics of each of the treated clinical pictures regarding
mastering toilet training skills. Behavioral interventions were specially addressed, and
it was emphasized that they should be individualized based on the physical limitations
and cognitive status of a child. Effective interventions include reinforcement, prompting,
extinction, demonstrations, visual schedules, and others derived from treatment programs
for children with developmental disorders
The role and the significance of fingerspelling alphabet With the deaf and the hard of hearing
Get PDFUvod: Razvoj jezika, proces usvajanja govora i artikulacije glasova kod gluvih
i nagluvih, praćen je intenzivnom upotrebom prstne azbuke. U Srbiji postoje
i paralelno se koriste jednoručna i dvoručna prstna azbuka, kao i ćirilična i
latinična. One su drugačije i različite za svaki jezik. To znači da u svakom jeziku
ima onoliko daktilema (daktilnih slova - znakova) koliko ima grafema (slova) u
pismu tog jezika. Daktilologija je jednoručna prstna azbuka, dok se dvoručna
naziva hirologija. Hirologiju znatno više koriste mala deca u procesu početnog
savladavanja čitanja i pisana, dok odrasli gluvi više koriste daktilologiju.
Daktilologija se znatno brže pokazuje, jedna ruka ostaje slobodna, što olakšava
njenu primenu.
Cilj: Cilj rada je da se utvrdi uloga i značaj primene daktilologije i hirologije
kod gluvih i nagluvih.
Metode: Primenjene su metode analize i evaluacije relevantne dostupne
literature.
Rezultati: Pregledom literature, uočava se značajna uloga i aktivna primena i
daktilologije i hirologije.
Naročito se izdvaja primena prstne azbuke u savladavanju procesa artikulacije,
učenju početnog pisanja i čitanja, savladavanju novih reči i bogaćenju rečnika.
Prstnom azbukom se iskazuju svi oni pojmovi (naročito opšti i apstraktni, ali i
stručna terminologija mnogih nauka) koji ne postoje u znakovnom jeziku, koji je
prvi, primarni jezik gluvih osoba. Brojna istraživanja ukazuju na značaj primene
prstne azbuke tokom čitanja govora sa usana. Svi glasovi nisu jednako vidljivi na
usnama, pa se pokazivanjem daktilnog znaka olakšava ovaj proces.
Zaključak: Značaj upotrebe prstne azbuke, naročito na ranom uzrastu gluve i
nagluve dece, je veliki. Početna komunikacija, otežana usled nerazvijenog govora se olakšava. Na
starijim uzrastima, kao i kod odraslih gluvih i nagluvih, primena prstne azbuke
takođe zauzima bitno mesto. Uporedo sa korišćenjem znakovnog jezika, prstna
azbuka pomaže boljoj i uspešnijoj komunikaciji i smanjuje nesporazume,
nastale usled specifičnosti svakog pojedinačnog znakovnog jezika.Introduction: The development of language, speech learning, and sound articulation
process with the deaf and the hard of hearing is accompanied by the intensive use of the
fingerspelling alphabet. In Serbia, there are one-handed and two-handed fingerspelling
alphabets, as well as Cyrillic and Latin ones, which are used in parallel. They are different and
various for each language. That means that each language has as many dactylemes (dactylic
letters – signs) as there are graphemes (letters) in the alphabet of that language. Dactylology
is the one-hand fingerspelling alphabet, whereas the two-handed fingerspelling alphabet is
called chirology. Chirology is used considerably more by small children in the process of initial learning of reading and writing, while deaf adults rather use dactylology. Dactylology
is presented much faster, as one hand remains free, which facilities its use.
Aim: The study aims to establish the role and significance of the application of dactylology
and chirology with the deaf and the hard of hearing.
Methods: The methods of analysis and evaluation of the available relevant literature
were applied.
Results: The review of literature shows the significant role and the active application
of both dactylology and chirology. What is distinguished in particular is the application
of the fingerspelling alphabet in learning the articulation process, learning initial writing
and reading, learning new words, and in the enrichment of vocabulary. The fingerspelling
alphabet is used to express all those terms (especially the general and abstract ones, but the
professional terminology of many sciences as well) which do not exist in sign language, which
is the first and the primary language of deaf persons. Numerous research studies point to the
significance of the application of the fingerspelling alphabet in lipreading. Not all sounds are
equally visible on the lips, and thus the presentation of a dactylic sign facilitates this process.
Conclusion: The significance of the use of the fingerspelling alphabet, especially
at an early age of deaf and hard-of-hearing children, is huge. The initial communication,
aggravated as the result of undeveloped speech, is made easier. At older ages, as well as with
deaf and hard-of- hearing adults, the use of the fingerspelling alphabet is also important. The
fingerspelling alphabet, in parallel with the use of sign language, contributes to better and
more effective communication and reduces misunderstandings occurring as a result of the
specific features of each individual sign language