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Mothers’ Experiences in Accessing Early Intervention Services for Children with Developmental Disabilities
No full textChildren with developmental disabilities (DD) require early and coordinated services, yet parents often face obstacles in accessing adequate support. This study examined parents’ experiences with early intervention in Serbia to identify barriers, supports, and context-specific challenges. Semistructured interviews were conducted with 15 parents of children aged ≤ 6 years. Interviews (30–50 min) were audio-recorded, transcribed verbatim, and thematically analyzed in line with the Consolidated Criteria for Reporting Qualitative Studies. Seven themes emerged: recognition of concerns, first steps in seeking help, complexity of procedures, information gaps, emotional and practical challenges, collaboration with professionals, and recommendations for improvement. Parents typically noticed developmental delays, especially in language and motor skills, by age two but encountered lengthy and fragmented referral pathways, long waiting lists, and insufficient guidance. Parents emphasized the value of empathetic professionals and peer networks while also reporting stigma and social isolation. This study contributes new evidence on how structural barriers and cultural attitudes in Serbia shape families’ access to early intervention. Findings highlight the need for streamlined referral systems, transparent and accessible information for families, and interdisciplinary training for professionals. Addressing these issues could reduce delays, alleviate parental stress, and promote better developmental outcomes for children with DD
The role of parental attitudes and practices in shaping children’s motivation and achievement in mathematics.
No full textParental involvement in children’s education has been consistently associated with improved
academic performance and enhanced intrinsic motivation for learning. However, the impact of
parental involvement depends largely on the specific practices parents adopt, as not all approaches are equally beneficial. This study is part of a longitudinal project investigating
children’s motivation to learn mathematics. It aims to explore the relationships between
parental attitudes and practices regarding children’s motivation for learning math and students’
math motivation, identity and achievement. Furthermore, the study examines whether these
relationships differ between students in Grades 4 and 5 and between boys and girls. The sample
comprised 1,591 students (53.8% in Grade 4; 49.1% female) and 1,167 parents. Students
completed a questionnaire measuring their motivation to learn mathematics (28 items on a 4-
point Likert scale, based on Expectancy-Value Theory), and math identity (6 items, e.g. I think
I am a math person), and knowledge test (14 tasks based on TIMSS 2011 cycle). Parents
completed a questionnaire assessing parenting practices (5 dimensions, 18 items, e.g. I tell my
child to make time for learning math), attitudes toward mathematics (3 dimensions, 9 items,
e.g. Math is applicable to real life), and mindset (2 dimensions, 8 items e.g. Every child can
progress in math.), all rated on a 4-point scale. Regression analyses revealed that positive
parental attitudes and practices aimed at fostering intrinsic motivation and the value had the
strongest effects on student outcomes. Parental attitudes and practices were found to have the
most significant effect on math achievement, followed by student motivation. Interestingly, the
results reveal distinct patterns in the relationships between parental predictors, and the
motivation and achievement of boys and girls. Overall, parental practices play a more
significant role in influencing the motivation and achievement of girls, while parental attitudes
have a stronger effect on boys' achievement. Additionally, differences were observed between
students in Grades 4 and 5, with parental attitudes and practices having a greater impact on the
older students. These findings are discussed in the context of supporting parents to provide
unbiased, non-stereotypical support to their children, helping to sustain and enhance their
motivation to learn mathematics
School context as a predictor of student success in mathematics
No full textSudeći po rezultatima nacionalnih testiranja učenika iz matematike zaključuje se da je ona prilično složena oblast, kako u pogledu realizacije nastave, tako i učenja i dostizanju ishoda ili standarda postignuća iz matematike. U tom smislu, cilj istraživanja je utvrđivanje karakteristika povezanosti uspeha učenika iz Matematike i nekih činilaca školskog konteksta (planiranje nastave, primena nastavnih metoda i oblika rada, nastavnih sredstava, različitih tehnika učenja i modela nastave, vrednovanja i napredovanja učenika). Istraživački uzorak je činilo 600 učenika koji pohađaju 7. razred i 150 nastavnika Matematike. Podaci su prikupljeni Upitnikom koji je sadržao više podskala procene. Dobijeni rezultati pokazuju da činioci školskog konteksta statistički značajno utiču na ocenu iz matematike (p<0,01), što je bliže prikazano kroz pojedine ajteme subskala koje se na te činioce odnose. Rezultati jasno pokazuju da je za podsticanje uspeha učenika iz matematike neophodno strateško kombinovanje različitih nastavnih metoda, tehnika i modela rada, jer oni predstavljaju osnovu za efektivnu i kvalitetnu nastavu i prediktorsku snagu uspeha učenika. Pedagoške implikacije su sadržane u preporukama za nastavnike i za bolji uspeh iz matematike, koje se mogu sagledati kroz potrebu veće participacije učenika u svim razmatranim aspektima školskog konteksta.Judging by the results of national tests of students in mathematics, it is concluded that it is a rather complex field, both in terms of the implementation of teaching and learning and the achievement of outcomes or achievement standards in mathematics. In this sense, the goal of the research is to determine the characteristics of the connection between student success in Mathematics and some factors of the school context (teaching planning, application of teaching methods and forms of work, teaching aids, different learning techniques and teaching models, evaluation and student progress). The research sample consisted of 600 students attending the 7th grade and 150 mathematics teachers. Data were collected by a Questionnaire that contained several assessment subscales. The obtained results show that the factors of the school context have a statistically significant influence on the grade in mathematics (p<0.01), which is more closely shown through the individual items of the subscales that refer to those factors. The results clearly show that a strategic combination of different teaching methods, techniques and work models is necessary to encourage students’ success in mathematics, because they represent the basis for effective and high-quality teaching and predictive power of students’ success in mathematics. Pedagogical implications are contained in the recommendations for teachers and for better success in mathematics, which can be seen through the need for greater student participation in all considered aspects of the school context
PHYSIOTHERAPY TODAY – TRENDS AND CHALLENGES
No full textPhysiotherapy is a healthcare profession focused on the rehabilitation of impairments and
disabilities, on one hand, and the promotion of motor and functional abilities, as well as
overall quality of life, on the other. The aim of this article was a theoretical consideration
of the current situation in the field of physiotherapy with a tendency to indicate the trends
of its development in the world and the most significant challenges that physiotherapy, as
a profession and as a scientific discipline, faces in a global framework. Theoretical
consideration of the state, trends and challenges in the field of physiotherapy was carried
out on the basis of a review of available professional and scientific literature and analysis
of acts of representative international professional associations and other institutions of
importance for the development of physiotherapy. In addition, the author's direct practical
experiences acquired during many years of work in higher education in the field of
physiotherapy and project activities in the same framework are also grounded in the
analysis. The results of the analysis indicate that contemporary physiotherapy practice is
grounded in an active approach within the framework of functional rehabilitation, aimed at
maximizing functional potential, optimizing participation in daily life, and improving
overall quality of life. Additionally, modern physiotherapists are expected to critically
analyze research literature and base their practice on evidence-based methods proven to be
effective. Based on current trends and developments in physiotherapy, it can be concluded
that physiotherapy practice worldwide is predominantly based on the principles of
biopsychosocial rehabilitation and a holistic approach to patient care
Attitudes of parents of children with communication disorders toward augmentative and alternative communication
No full textRoditeljski stavovi imaju ključnu ulogu u uspešnoj primeni augmentativne i alterna
tivne komunikacije (Augmentative and Alternative Communication – AAC) kod dece
sa poremećajima komunikacije. Cilj istraživanja je bio da se utvrde stavovi roditelja prema AAC,
njihova informisanost, spremnost za primenu, prepreke u korišćenju AAC, kao i emocionalni i
društveni faktori koji utiču na percepciju i upotrebu AAC. U istraživanju je učestvovalo 50 roditelja
dece sa poremećajima komunikacije. Korišćena je posebno konstruisana skala stavova. Analiza
rezultata je pokazala da roditelji imaju umereno pozitivan stav prema AAC (M = 3.83, SD = 0.76).
Utvrđeno je da ispitanici imaju umeren nivo informisanosti i svesti o AAC metodama, kao i da
postoji potreba za dodatnom edukacijom. Takođe, pokazano je da je nedostatak vremena za
obuku bio najizraženija barijera za primenu AAC. Roditelji devojčica su imali pozitivnije stavove
prema AAC u poređenju sa roditeljima dečaka, dok su roditelji dece sa autizmom percipirali više
barijera u odnosu na roditelje dece sa drugim dijagnozama. Rezultati istraživanja ukazuju na
potrebu za dodatnom edukacijom roditelja i boljom sistemskom podrškom kako bi se olakšala implementacija AAC. Dalja istraživanja bi trebalo da ispitaju uticaj drugih faktora na stavove
roditelja prema AAS, kao i spremnost za korišćenje iste.Parents’ attitudes play a key role in the successful application of Augmentative and Alterna
tive Communication (AAC) in children with communication disorders. The aim of the research
was to examine parents’ attitudes about AAC, as well as their level of awareness, readiness for implemen
tation, barriers to using AAC, as well as emotional and social factors that influence the perception and use
of AAC. 50 parents of children with communication disorders participated in the research. A specially
constructed attitude scale was used. Analysis of the results showed that parents have a moderately posi
tive attitude towards AAC (M = 3.83, SD = 0.76). It was determined that the respondents have a moderate
level of information and awareness about AAC methods, as well as that there is a need for additional
education. It was also shown that lack of time for training was the most pronounced barriers to the im
plementation of AAC. Parents of girls had more positive attitudes towards AAC compared to parents of
boys, while parents of children with autism perceived more barriers compared to parents of children with
other diagnoses. Research results point to the need for additional parent education and better systemic
support to facilitate the implementation of AAC. Further research should examine the influence of other
factors on parents’ attitudes and willingness to use AAC
Digitale Inklusion von Personen mit Autismus-Spektrum-Störung
No full textDieses Buch untersucht Chancen und Hindernisse für die digitale Inklusion von Personen mit Autismus-Spektrum-Störung (ASS). Es behandelt die grundlegenden Anforderungen der „digitalen Gesellschaft“ sowie Konzepte der digitalen Inklusion (und Exklusion), der digitalen Teilhabe und der digitalen Kluft bei Behinderungen und bietet Unterstützung für Personen mit Autismus bei der Mitgestaltung digitaler Geräte. Das Buch diskutiert die Anwendung digitaler Technologien in verschiedenen Kontexten, einschließlich Bildung, Freizeitaktivitäten, Gemeinschaftsleben, alltäglichen Lebensfähigkeiten und Beschäftigung von Personen mit Autismus.
Behandelte Bereiche umfassen:
Computerbasierte Interventionen zur Sprachentwicklung, sozialen Kommunikation, exekutiven Funktionen und anderen Fähigkeiten bei Kindern mit Autismus.
Digitale Gesundheitsinterventionen für Personen mit ASS.
Risiken für Personen mit ASS im Internet (z.B. übermäßige Nutzung, süchtiges Verhalten und Cybermobbing).
Nutzung digitaler Technologien zur Simulation von Vorstellungsgesprächen und zur Vermittlung von Arbeitsfähigkeiten.
Nutzung digitaler Technologien in Selbstvertretungsaktivitäten von Personen mit Autismus.
Digitale Inklusion von Personen mit Autismus-Spektrum-Störung ist ein unverzichtbares Nachschlagewerk für ForscherInnen, ProfessorInnen, DoktorandInnen, KlinikerInnen sowie verwandte TherapeutInnen und Fachleute in der klinischen Kinder- und Schulpsychologie, der Sozialarbeit, der Verhaltenstherapie/Rehabilitation, der Pädiatrie, der Physiotherapie, der Ergotherapie, der Sprachtherapie, der Neurologie, der Sonderpädagogik, der Kinder- und Jugendpsychiatrie sowie der Entwicklungspsychologie
Academic outcomes of inclusive education in typically developing children
No full textIntroduction: The fact that inclusive education has existed in Bosnia and Herzegovina for twenty years opens the question of how it affects typically developing children, among other things. This paper aims to examine the differences in general knowledge and mathematics of typically developing students with regard to whether they attend classes that include students with intellectual disabilities or not, as well as to determine the relationship of their knowledge with teachers’ characteristics and the inclusiveness of schools they attend.
Methods: The sample included 331 students from 18 regular elementary school classes. The sample was divided into two subsamples – respondents who attended classes that included students with intellectual disabilities and respondents who attended classes that did not include any students with disabilities. The Peabody Individual Achievement Test – revised was used to assess general knowledge and mathematics, while My Thinking About Inclusion Scale, Bender Classroom Structure Questionnaire, Teacher Efficacy for Inclusive Practices, and Inclusive Process Evaluation Scale were used for assessing the teacher and school variables.
Results: No statistically significant difference was found between the two subsamples. The schools’ inclusiveness was related to better achievements of all respondents, mainly in terms of work organization. The examined teachers’ characteristics established different relationships with academic achievements in different subsamples.
Conclusion: Attending classes with a student with intellectual disability did not negatively affect the academic achievements of other students in class. The school’s inclusiveness in terms of work organization was positively related to the academic achievement of all students, while the relation of teachers’ characteristics with students’ achievements is a complex phenomenon that requires further research. Given the results obtained, to achieve better academic outcomes, teachers in classrooms attended by students with intellectual disability should be encouraged to use metacognitive and individualized teaching strategies. Furthermore, school principals and school administration would contribute to the success of all students by organizing the school on the principles of inclusion
Play in Children with Autism – Parents and Professionals’ Perception
No full textPlay is a central activity of childhood that provides children with enjoyment and stimulates the development of creativity. It helps them better understand the world around them, express their emotions, refine motor skills, and develop essential life skills.
The aim of this study is to determine whether there is a difference in how parents and professionals perceive the play of children with autism. The sample included parents of children with autism (N = 60) and professionals (N = 60) employed in kindergartens and schools attended by these children. The children's ages ranged from four years and eight months to nine years (AS = 7.70; SD = 1.03). To assess play performance, the My Child’s Play – Parent Questionnaire (MCP; Schneider & Rosenblum, 2014) was used. The results showed statistically significant differences in play perception between parents and professionals in the subscales of Interpersonal Relationships and Social Participation (p < 0.05), Executive Functions (p < 0.05), and Play Choices and Preferences (p < 0.05). Parents perceived their child’s engagement in play more positively, including their ability to join play, adapt to new play partners, maintain focus, stay organized, persist, and overcome frustrating situations that may arise during play
Prepoznavanje emocionalnog izraza lica kod srednjoškolaca različitih intelektualnih sposobnosti
No full textUvod: O sposobnosti prepoznavanja emocija, i pored sve većeg interesovanja za socijalnu
kogniciju, još uvek nema dovoljno konzistentne evidencije, čemu doprinosi kompleksnost
povezanih konstrukata, kao i metodološka neujednačenost pristupa. Cilj: Da se u grupi
mladih proveri diskriminativnost robustne tehnike kojom se prepoznavanje emocija
testira samo jednim zadatkom, ispita povezanost ove sposobnosti i osnovnih pokazatelja
inteligencije, te istraže potencijalne polne razlike u prepoznavanju emocija. Metode:
U grupi od 199 srednjoškolaca, 95 iz sistema regularnog obrazovanja (mladi tipičnog
razvoja), a 104 iz specijalne škole za obrazovanje mladih sa intelektualnom ometenošću –
44 sa graničnim intelektualnim sposobnostima i 60 sa lakom intelektualnom ometenošću
– primenjen je zadatak prepoznavanja osam različitih emocija (šest bazičnih i dve
kontrolne) prikazanih na fotografijama iste osobe, statičnog i naglašenog izraza lica.
Rezultati: Pouzdanost tehnike je α = .68. Mladi tipičnog razvoja postižu bolje skorove
na zadatku prepoznavanja emocija (AS = 5.35, SD = 1.98) u poređenju sa mladima iz
specijalne škole (AS = 3.67, SD = 1.81), t (197) = 6.24, p < .001, d = 0.89, što se ispoljava
i kada se porede sve tri grupe ispitanika (F(2, 196) = 23.06, p < .001, η2 = .19). Značajna
korelacija skora na zadatku prepoznavanja emocija sa IQm (r = .32, p = .01) i IQt (r
= .39, p = .002) utvrđena je samo u grupi adolescenata lake intelektualne ometenosti.
Ne registruju se razlike u prepoznavanju emocija vezanih za pol primenom zadatka
prepoznavanja emocija, sem u slučaju prepoznavanja tuge u grupama mladih tipičnog
razvoja i graničnih intelektualnih sposobnosti. Zaključak: Primenjeni postupak je
diskriminativan u ispitivanju sposobnosti rekognicije bazičnih facijalnih emocija.
Dobijene razlike su, mada u maloj meri, povezane sa IQ na nivou grupa formiranih
prema opštoj sposobnosti
The Importance of Pride When Learning Math: The Influence of Academic Emotions and Motivation on Mathematics Achievement
No full textEmotions and motivation are important in students’ learning and achievement. This study explored how discrete positive and negative emotions, alongside motivational beliefs such as intrinsic value, utility, and perceived competence, relate to students’ performance in mathematics. A total of 644 Serbian high school students completed questionnaires on their emotional and motivational experiences in mathematics. Hierarchical regression analysis showed that positive emotions, particularly pride, were strong predictors of achievement,
while negative emotions had little effect. When motivation was considered, pride and perceived
competence emerged as the most important factors, while the impact of enjoyment declined. These results show the close connection between how students feel and their confidence in their abilities. They also point to the need
for more focus on positive emotions like pride, which may encourage deeper engagement and better performance in school. Understanding how these emotions develop in the classroom could help teachers better support their
students' success