rFASPER - Repozitorijum Fakulteta za specijalnu edukaciju i rehabilitaciju
Not a member yet
5658 research outputs found
Sort by
Asistivna tehnologija i diferencijacija okruženja za učenike sa oštećenjem vida
No full textDiferencirana nastava je utemeljena na dubokom poštovanju učenika, uvažavanju razlika i
težnji da se pomogne svima da napreduju. Podrazumeva dinamičan, proaktivan i pažljivo
osmišljen pristup u kome se diferenciraju nastavni sadržaj, nastavni proces, produkt
učenja i okruženje za učenje. Za učenike sa oštećenjem vida diferencijacija najčešće
podrazumeva prilagođavanje nastavnog sadržaja i okruženja. Posebno je važno da za
slepe i slabovide učenike okruženje bude bezbedno, predvidivo, fleksibilno i podržavajuće
kako bi se omogućila njihova aktivna participacija i kontinuirani napredak.
Asistivna tehnologija ima značajnu ulogu u stvaranju diferenciranog i inkluzivnog
okruženja koje je prilagođeno učenicima sa oštećenjem vida. Pri izboru odgovarajuće
tehnologije važno je uzeti u obzir različite potrebe slepih i slabovidih učenika, koji koriste
širok spektar uređaja: niskotehnoloških (uvećani tekst, materijali na Brajevom pismu,
makete, modeli, filteri, taktilne staze, klasičan beli štap), srednjetehnoloških (diktafon,
reproduktor) i visokotehnoloških (čitači ekrana, elektronske lupe, Brajev red, Brajev
štampač, pametne mašine za pisanje, optički sistemi za uvećanje ekrana, elektronski i
ultrazvučni uređaji za orijentaciju i kretanje) i drugo. Većina učenika sa oštećenjem vida se
služi asistivnom tehnologijom svih nivoa složenosti.
Cilj rada je da se ukaže na značaj asistivne tehologije u diferencijaciji okruženja za učenike
sa oštećenjem vida.
Pravilno odabrana asistivna tehnologija, prilagođena potrebama učenika sa oštećenjem
vida u kombinaciji sa dobro osmišljenim nastavnim planom i pristupačnim okruženjem,
doprinosi ostvarenju njihovih punih potencijala. Zbog toga je važno da stručnjaci iz
područja specijalne edukacije i rehabilitacije osoba sa oštećenjem vida budu uključeni u
timsko donošenje odluka o izboru asistivne tehnologije, kao i tokom obuke učenika za
pravilno i efikasno korišćenje
Употреба наратива за процену постигнућа на универзитетском нивоу
No full textNarratives represent depictions of factual or fictional events that coherently incorporate explicit or implicit messages, meanings, and interpretations. Although they can play a significant role in the teaching and learning process at all levels of education, the evaluation methods for assessing student achievement through narratives are not always clearly defined. Therefore, the aim of this exploratory study is to examine the possibility of defining and applying assessment criteria for student responses presented in narrative form, in relation to the intended learning outcomes in the domains of knowledge acquisition and the development of socio-emotional competencies. The analysis was conducted on students’ assigned narratives, in which they were required to describe personal experiences using concepts and theories covered in the lesson. The study presents assumptions for identifying assessment indicators, explicates their connection to educational goals and learning outcomes at both course and lesson levels, and introduces two main domains for evaluating student achievement: the acquisition of factual and conceptual knowledge and the assessment of socio-emotional sensitivity (including emotional awareness and expression, empathy/perspective-taking, and conflict resolution). The paper further provides a detailed explanation of the quantification process for each indicator and includes examples of student narratives that illustrate the proposed evaluation approach. Finally, the study highlights the advantages, as well as the limitations, of this method of student achievement assessment.Наративи представљају приказ чињеничких или измишљених догађаја који на кохерентан начин садрже експлицитне или имплицитне поруке, значења и интерпретације. Иако могу имати значајну улогу у процесу подучавања и учења, на свим нивоима образовања, начин евалуације постигнућа ученика и студената који је заснован на наративу, није увек јасно одређен. Стога је циљ ове екплоративне студије да испита могућност да се за одговоре студената који су дати у форми наратива дефинишу и користе критеријуми вредновања у односу на предвиђене исходе у доменима знања и развоја социоемоционалних компетенција. Анализа је спроведена на задатим наративима студената у којима је требало да опишу лично искуство користећи концепте и теорије који су били тема лекције. У раду су представљене претпоставке за идентификовање индикатора, екплицирана је њихова веза са образовним циљевима и исходима предмета и лекције и представљена су два главна домена у оквиру којих ће се процењивати постигнућа: усвојеност чињеничних и концептуалних знања и процена социоемоционалне осетљивости (емоционално знање и експресија, емпатија/заузимање перспектива и разрешење конфликта). У наставку рада детаљно је објашњено квантификовање сваког индикатора, као и примери студентских наратива који демонстрирају предложену евалуацију. На крају је указано на предности али и на ограничења оваквог приступа евалуације постигнућа студената
What Keeps Students Engaged In Primary Mathematics: A Venn Diagram Of Practices And Beliefs Of Engagement-Sustaining And Engagement-Suppressing Teachers
No full textStudents' academic motivation, particularly their intrinsic motivation for learning, has been well-documented to decline as students progressing throughout compulsory schooling (e.g., Spinath & Steinmayr, 2012; von Davier et al., 2024). Research shows that the steepness of this motivational decline varies across subjects, but mathematics stands out as particularly affected (e.g., Wigfield et al., 2006). The decline raises concerns since intrinsic motivation is closely linked to greater engagement, deeper learning, learning self-efficacy, and improved academic achievement (e.g., Ryan & Deci, 2000; Taylor et al., 2014; OECD, 2024).
Beyond motivation, other key aspects of engagement with mathematics also deteriorate over time. Students' confidence in their mathematical abilities declines, as do feelings of enjoyment and pride in learning mathematics, while anxiety and boredom tend to increase (Ahmed et al., 2013; von Davier et al., 2024; Radišić et al., 2025). This downward trajectory in the elements of learning and engagement is accompanied by a decline in learning outcomes. TIMSS data show a slowdown in the development of mathematical competencies throughout compulsory education, with the percentage of students reaching each benchmark decreasing from 4th to 8th grade in many European countries and on average (von Davier et al., 2024). Another indication of the decline comes from a comparison of TIMSS and PISA findings. Specifically, some countries, such as Bulgaria, Cyprus, Latvia, Romania, Serbia, and Turkey, show high average levels of students math competence in 4th grade as seen in TIMSS results but fall below average by the end of compulsory education as shown in PISA (von Davier et al., 2024; OECD, 2023). The decline results in around 30% of students worldwide leaving compulsory education failing to reach the basic level of mathematical literacy. Beyond shaping mathematical competence, intrinsic motivation and perceived competence in mathematics influence students' career aspirations in math-related fields (Lazarides & Watt, 2017). Given the fundamental role of mathematical skills in various professions, daily life, and scientific and technological progress, efforts to address this decline remain a priority in mathematics education research.
Studies indicate that teachers can mitigate the developmental decline in motivation and other elements of engagement. Evidence (e.g., Pedler et al., 2020; Tomaszewski et al., 2022) highlights the critical role of teaching strategies and the implementation of interactive and constructivist approaches and techniques such as flipped classrooms or group work. Authors emphasize the role of supportive learning environments, meaningful feedback, and the importance of teacher-student relationships. These strategies not only address the cognitive aspects of learning but also the emotional and social dimensions, ensuring students feel valued, competent, and motivated to persist in mathematics. Integration of strategies like formative assessments and differentiated instruction are also found important. Studies also show that aspects of students' engagement are related to teachers' beliefs, mindset, and attitudes (e.g., Pedler et al., 2020; 2022; Thayer, 2020). For example, teachers who hold positive, growth-oriented beliefs about their students' abilities being more likely to foster high levels of engagement.
The goal of this study is to enhance the existing body of research by exploring how teachers can effectively sustain students' engagement in mathematics. While previous studies have identified various teaching strategies linked to different aspects of engagement, much of the evidence stems from isolated correlational research, with limited exploration into how specific teaching practices and teachers' beliefs interact to shape student engagement. This study bridges this gap by providing a more comprehensive analysis of teaching practices, by comparing the practices of teachers whose students show a decline in engagement over time with those whose students maintain or improve their engagement in mathematics
Odnos auditivnih i fonološкih sposobnosti кod dece predšкolsкog uzrasta
No full textTokom poslednjih par decenija, sve više podataka iz istraživačkog korpusa ukazuje na važnost adekvatnog razvoja fonoloških sposobnosti i njihov uticaj na razvoj složenijih veština na školskom uzrastu, kao što su čitanje i pisanje. Opšte je poznato u literaturi da je razvoj fonološke svesnosti u predškolskom periodu važan prediktor kasnijih akademskih veština, ali se postavlja pitanje koliko je sposobnost fonološke svesnosti povezana sa razvojem bazičnijih auditivnih sposobnosti. Podaci iz nekih istraživanja govore u prilog bliskoj povezanosti auditivnih i kompleksnijih fonoloških sposobnosti, međutim, u literaturi postoje i podaci koji ne ukazuju na njihovu značajnu povezanost kod dece predškolskog uzrasta.
Shodno prethodnom, cilj ovog istraživanja je proučavanje odnosa bazičnih auditivnih sposobnosti i kompleksnijih fonoloških veština kod dece predškolskog uzrasta.
Uzorak je činilo 50 dece tipičnog razvoja uzrasta od šest godina, bez istorije govorno-jezičkih poremećaja, opšteg kognitivnog deficita i senzornih oštećenja. Za procenu auditivnih sposobnosti korišćeni su suptestovi za procenu auditivne pažnje i auditivne radne memorije Vudkok-Džonsonove baterije testova za procenu kognitivnih sposobnosti (Woodcock-Johnson III; Woodcock et al., 2001), dok su za procenu fonoloških sposobnosti korišćeni Test fonemske diskriminacije (Kostić i sar., 1983) i FONT test (Subotić, 2011).
Rezultatima je utvrđena statistički značajna i jaka pozitivna korelacija između auditivne radne memorije i sposobnosti fonemske diskriminacije (r=0,76; p<0,01) i fonološke svesnosti (r=0,60; p<0,01) , dok je dobijena pozitivna korelacija umerene jačine između auditivne pažnje i sposobnosti fonemske diskriminacije (r=0,42; p<0,01) i fonološke svesnosti (r=0,30; p<0,05). Ispitivanjem prediktivnog uticaja bazičnih auditivnih i sposobnosti fonemske diskriminacije na kompleksnu veštinu fonološke svesnosti, rezultati pokazuju da je samo sposobnost fonemske diskriminacije statistički značajan prediktor fonološke svesnosti kod dece uzrasta od šest godina (β=0,623; p<0,01).
Rezultati su pokazali da je kod šestogodišnjaka, kapacitet auditivne radne memorije više povezan sa fonološkim sposobnostima nego sposobnost auditivne pažnje. Međutim, razvojno niža fonološka sposobnost, fonemska diskriminacija, je jedini značajan prediktor fonološke svesnosti. Praktična implikacija ovog istraživanja je da ako dete na predškolskom uzrastu fonemski ne diskriminiše neke glasove postoji velika verovatnoća da će imati teškoće u domenu razvoja fonološke svesnosti
CHARACTERISTICS OF VISUAL FUNCTIONING IN INDIVIDUALS WITH PROPIONIC ACIDEMIA: A CASE STUDY
No full textPropionic acidemia is a rare autosomal recessive metabolic disorder caused by a deficiency of the enzyme propionyl-CoA carboxylase, leading to the accumulation of toxic levels of propionic acid in the blood. This accumulation can result in life-threatening metabolic crises and a wide range of systemic and neurological complications. In individuals with propionic acidemia, recurrent metabolic decompensations, altered neurological status, developmental delays, and psychomotor retardation are commonly observed, with significant variability in their clinical presentation. Visual impairment in propionic acidemia may arise due to the impact of these associated systemic and neurological disturbances on the optic nerve, visual pathways, and cortical visual processing areas, potentially leading to cerebral visual impairment. This case study presents the visual functioning
of a seven-year-old girl with a confirmed diagnosis of propionic acidemia. It highlights her specific visual profile and describes individually designed adaptations that support visual access and processing. Observations over time in different settings revealed patterns such as delayed visual responses, fluctuations in visual performance depending on the time of day, color preferences,
difficulties in object recognition within visually cluttered scenes, and stronger responses to moving versus static visual stimuli. Based on these findings, a targeted visual stimulation and (re)habilitation program was created, along with an individualised adaptation plan to enhance visual learning and interaction with the environment
Availability of choice for people with moderate intellectual disability in different types of housing in Serbia
No full textThis research aimed to determine the availability of choice for people with
moderate intellectual disability in different types of housing in the Republic of Serbia.
The sample included 87 male and female adults with moderate intellectual disability,
living in one out of three types of housing: a family home, an institution, or within the
supported community living program. The Choice Questionnaire (Stancliffe &
Parmenter, 1999) was used to determine the availability of choice in their daily lives.
The results indicated that the overall availability of choice was significantly higher in
people with moderate intellectual disability living within the supported community
living program than in those living in family homes or institutions. The differences in
choice opportunities were also found in particular life domains. The practical
implications of this research involve the need to provide people with moderate
intellectual disability with more frequent opportunities to make personal decisions and
choice
Physical activity and microbiota: An overlooked link to health
No full textPhysical activity refers to any bodily movement produced by skeletal muscles that demands
energy expenditure. Microbiota signifies the diverse collection of microorganisms that occupy a
particular environment, most frequently a specific area of a multicellular organism's body. The
connection between physical activity and microbiota has emerged as a crucial area of study in recent
years. Evidences suggest that exercise is beneficial not only for cardiovascular, metabolic, and
mental health, but also significantly influences the composition of microbial communities. Regular
physical exercise increases the prevalence of beneficial species of microbiota community. Several
plausible mechanisms through which exercise influences the gut microbiome have been identified.
Emerging set of evidences confirms that changes in the microbiome induced by exercise may lead to
inflammatory, immune, and oxidative responses that could play a role in enhancing health. The gut
microbiome produces microbial metabolites that can positively influence health by modulating
neurotransmitter synthesis, which is essential to the gut-brain axis. Physical activity levels have an
impact on the gastrointestinal microbiota in humans demonstrating best results at moderate regular
level. This paper discusses intriguing interaction between physical activity and microbiota that
regulates health and wellbeing
Predictors of the Friendship Quality in Adults With Mild Intellectual Disability
No full textBackground
Friendship quality is crucial for psychological well-being, yet is often lower in persons with intellectual disabilities compared to their peers. This study explores the predictors of friendship quality among adults with mild intellectual disability, focusing on age, gender, living setting, psychiatric traits, and social cognition.
Method
The sample comprised 62 adults with mild intellectual disability (32 males, 30 females; ages 19–53), and 30 with significant psychiatric traits. Tools included the Friendship Quality Scale, Edinburgh Social Cognition Test, MINI PAS-ADD scale, and a demographic questionnaire.
Results
Social cognition and age were the strongest predictors of friendship quality, with higher social cognition scores and younger age correlating with better quality. Gender, living setting, and psychiatric traits had less impact.
Conclusions
Social cognition and age are primary determinants of friendship quality in adults with mild intellectual disability, suggesting that interventions to enhance social cognition may benefit this population's social well-being
Language comprehension and verbal memory in elderly people
No full textUvod: Smatra se da kod normalnog procesa starenja može doći do slabljenja određenih
jezičkih i kognitivnih funkcija. Cilj: Cilj ovog rada je utvrđivanje sposobnosti
razumevanja jezika i verbalnog pamćenja kod starijih ljudi. Metod: Uzorak se sastoji od
50 ispitanika, podeljenih u tri grupe. Prve dve grupe činili su stariji ispitanici, od kojih
prvu grupu 19 ispitanika od 66 do 75 godina, a drugu 15 ispitanika koji su imali od 76
do 85 godina. Kontrolnu grupu činilo je 16 ispitanika od 30 do 60 godina. Razumevanje
jezika procenjeno je Token testom (TT), a verbalno pamćenje Rejovim testom verbalnog
pamćenja (RAVLT). Rezultati: Stariji ispitanici koji su imali od 76 do 85 godina bili
su značajno lošiji na TT u odnosu na ispitanike od 66 do 75 godina (U = 79.50), kao i u
odnosu na kontrolnu grupu (U = 50.50). Obe grupe starijih ispitanika bile su statistički
značajno lošije na svih pet ponavljanja liste reči RAVLT u poređenju sa ispitanicima
kontrolne grupe. Takođe, mlađa grupa starijih ispitanika (od 66 do 75 godina) postigla
je bolje rezultate na prva četiri ponavljanja liste reči u poređenju sa starijom grupom
(od 76 do 85 godina). Nije utvrđena statistički značajna povezanost između postignuća
na TT i RAVLT-u ni u jednoj grupi starijih ispitanika. Zaključak: Starije osobe imaju
slabija postignuća na testu razumevanja jezika i verbalnom pamćenju u poređenju
sa ispitanicima mlađeg životnog doba. Sa povećanjem godina života uočava se pad
performansi na zadacima razumevanja jezika i verbalnog pamćenja.Introduction. In normal aging, certain language and cognitive functions may decline. Objective. The aim of this paper was to determine the ability of language comprehension and verbal memory in older people with normal aging. Method. The sample consisted of 50 respondents divided into three groups. The first two groups included older respondents. One group consisted of 19 respondents aged 66 to 75, while the other group included 15 respondents aged 76 to 85. The control group consisted of 16 respondents aged 30 to 60. The Token Test (TT) was used to assess language comprehension, and the Ray Auditory Verbal Memory Test (RAVLT) assessed verbal memory. Results. Elderly respondents aged 76 to 85 years were significantly worse on the TT compared to those aged 66 to 75 years (U = 79.50) and the control group (U = 50.50). Both groups of older respondents were significantly worse on all five repetitions of the RAVLT word list compared to the control group. Also, the younger group of elderly respondents (66-75 years old) achieved better scores on the first four repetitions of the word list compared to the older group (7685 years old). No statistically significant correlation was found between achievement on the TT and the RAVLT in any group of older respondents. Conclusion. Elderly people showed a decline in language comprehension and verbal memory. The decline is more prominent with ageing
The translation, reliability, and construct validity of the social role participation questionnaire for people with rheumatoid arthritis
No full textThe social participation of people with rheumatoid arthritis is assessed using the Social
Role Participation Questionnaire. The aim of this study was to translate the Social Role
Participation Questionnaire into the Serbian language, and to investigate its reliability and
validity for Serbian people with rheumatoid arthritis. Questionnaires were satisfactorily
completed by 126 participants with rheumatoid arthritis, during 2021. Test-retest reliability, internal consistency reliability, and construct validity of the Serbian version of the Social Role Participation Questionnaire were evaluated using the intraclass correlation coefficient, Cronbach’s alpha, and Spearman’s correlation coefficient, respectively. Some single item scores showed floor and/or ceiling effects. This was particularly evident in the physical difficulty items, which showed a floor effect in 20-80% of participants. The high intraclass correlation coefficient score (0.913–0.959) suggested a very high test-retest reliability. The Cronbach’s alpha coefficient, ranging from 0.706 to 0.926, was reliable for the majority of internal consistency. With the exception of the Social Role Participation Questionnaire subscale role importance at the first measurement, the construct validity of this instrument was confirmed. In assessing the social participation of Serbian people with rheumatoid arthritis, the Serbian translation of the Social Role Participation Questionnaire
is a trustworthy and valid instrument