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Mapping hand function in rare neurodevelopmental disorders
Get PDFIntroduction: Appropriate level of hand function is a key to participation in daily living activities, education and social life. Mapping functional abilities related to hand may be challenging but important for ensuring participation in rare neurodevelopmental disorders. We previously showed specific patterns of motor control and learning capacity of the hand in Williams syndrome, a genetically originated neurodevelopmental disorder that involves intellectual disability and motor deficits.
Aim: Our aim in the present study was to further map the functional motor skills related to daily living activities and possible sensory dysfunction related to the hand in this rare neurodevelopmental disorder.
Method: Participation in activities related to hand function was assessed by the Jebsen-Taylor Hand Function Test. Maximum motor speed in terms of index finger tapping and somatosensory function in terms of two-point discrimination and position sense were assessed.
Results and conclusion: Descriptive data analysis revealed that participation in the daily living activities shows difficulties for individuals with Williams syndrome in all domains. Moreover, somatosensory deficits and limitations in motor speed may accompany functional challenges. We also found that the Jebsen-Taylor Hand Function Test was appropriate to use and is a promising tool for daily living activity assessment in the case of mild and moderate intellectual disability with the exception of the “writing” subtest. Regarding somatosensory testing, two-point discrimination test was not applicable for all participants position sense. Our results support the need for further establishment of the relationship between neurophysiological, sensory and motor functional characteristics related to hand
Behavioral problems at a younger school age
Get PDFUvod: Problemi ponašanja koji se javljaju na mlađem školskom uzrastu ima- ju negativan uticaj na funkcionisanje dece u različitim domenima. Veliki broj istraživanja govori u prilog tome da problemi ponašanja pokazuju stabilnost tokom odrastanja i da predstavljaju značajne prediktore mentalnih poreme- ćaja i teškoća u socijalnom funkcionisanju na starijem uzrastu. U savremenoj literaturi, posebno domaćoj, nedovoljno se posvećuje pažnja proučavanju pro- blema ponašanja na mlađem školskom uzrastu koji je kritičan za ranu identi- fikaciju i blagovremenu reakciju u cilju prevencije negativnih razvojnih ishoda.
Cilj: Cilj ovog istraživanja bio je utvrđivanje prevalencije problema ponašanja učenika mlađeg školskog uzrasta, kao i utvrđivanje razlika u ispoljavanju pro- blema u odnosu na pol i uzrast.
Metod: Istraživanjem je obuhvaćen 541 učenik iz šest beogradskih osnovnih škola. Za procenu problema ponašanja učenika korišćen je Upitnik za nastav- nike iz Ahenbahovog sistema empirijski bazirane procene (ASEBA TRF/6-18).
Rezultati: Dobijeni podaci ukazuju da je nivo problema kod učenika mlađih ra- zreda osnovne škole relativno nizak. Кod 15,8% učenika učestalost problema je na graničnom ili klinički značajnom nivou. Problemi su statistički značajno učestaliji kod dečaka u odnosu na devojčice i na starijem u odnosu na mlađi uzrast.
Zaključak: Nalazi o prevalenciji problema ponašanja na mlađem školskom uzrastu imaju značaj za praksu jer pružaju jasne smernice za primenu preven- tivnih pristupa i modela u školskom okruženju.Introduction: Behavioral problems that occur at a younger school age have a negative impact on the functioning of children in different domains. Numerous studies suggest that behavioral problems show stability during growing up and are significant predictors of mental disorders and difficulties in social functioning at an older age. In contemporary literature, especially domestic, insufficient attention was paid to the study of behavioral problems at a younger school age, which is critical for early identification and timely response in order to prevent negative developmental outcomes.
Aim: The aim of this research was to determine the prevalence of behavioral problems of younger school age students, as well as to determine the differences in the manifestation of the problem in relation to gender and age.
Method: The research included 541 students from six Belgrade primary schools. The Teacher’s Report Form from the Achenbach System of Empirically Based Assessment (ASEBA TRF6/18) was used to assess student behavior.
Results: The obtained data indicate that the level of problems among younger students in primary school is relatively low. In 15.8% of students, the frequency of the problem was at the borderline or clinically significant level. Problems are statistically more common in boys than in girls and in the elderly in relation to younger age.
Conclusion: Findings on the prevalence of behavioral problems at a younger school age are important for practice because they provide clear guidelines for the application of preventive approaches and models in the school environment
The influence of family structure on the attitude of juvenile delinquents towards school
Get PDFUvod: Ovo empirijsko istraživanje je inspirisano dilemom koliko struktura po- rodice maloljetnih prestupnika utiče na njihovo školsko postignuće i vladanje u školi, tj. da li učenici, maloljetni prestupnici, koji potiču iz nepotpunih poro- dica imaju slabije školsko postignuće od svojih vršnjaka koji potiču iz potpunih porodica.
Cilj: Cilj istraživanja jeste da se utvrdi koliko struktura porodice maloljetnih prestupnika utiče na njihov odnos prema školi.
Metod: U okviru ovog istraživanja koristili smo metodu teorijske analize, kom- parativnu metodu i servej metodu. Populaciju istraživanja činila su maloljetna lica koja su se u toku 2021. godine nalazila na izvršenju zavodske mjere upući- vanja u vaspitno popravni dom koja se sprovodi u Vaspitno popravnom domu Banja Luka, odnosno lica koja su upućena od strane Centra za socijalni rad Banja Luka u Dnevni centar za maloljetnike.
Rezultati: Polazeći od školskog uspjeha maloljetnih prestupnika u našem istra- živanju utvrdili smo da maloljetni prestupnici imaju bolji školski uspjeh ako do- laze iz potpunih porodica, za razliku od djece koja dolaze iz nepotpunih poro- dica. Slična situacija je i sa vladanjem gdje maloljetni prestupnici imaju nešto bolje vladanje u školi ako dolaze iz potpunih porodica, za razliku od djece koja dolaze iz nepotpunih porodica.
Zaključak: Podaci koje smo analizirali i predstavili u našem istraživanju uka- zuju da struktura porodice ima važnu ulogu u socijalizaciji djece, ali i u ispo- ljavanju njihovog devijantnog ponašanja, ako je funkcionalnost iste narušena ona će se kod djece često reflektovati i na njihov odnos prema školi i školskim obavezama. Ipak, prilikom traženja uzroka pojave maloljetničkog prestupniš- tva, ali i objašnjenja njihovog odnosa prema školi i školskim obavezama, uvek treba nastojati da se razumiju specifične karakteristike i mogući sredinski uslo- vi koji su rezultirali takvim ishodom.Introduction: This empirical research is inspired by the dilemma of how much the family structure of juvenile delinquents affects their school achievement and behavior in school, i.e. whether students, juvenile delinquents, who come from incomplete families have poorer school achievement than their peers who come from complete families.
Aim: The aim of the research was to determine how much the family structure of juvenile offenders influenced their attitude towards school.
Method: In this research, we used the method of theoretical analysis, comparative method and survey method. The research included minors who were referred to the correctional facility Banja Luka, or persons who were sent by the Center for Social Work Banja Luka to the Day Care Center for minors in 2021.
Results: With regard to the school success of juvenile delinquents in our study, we found that juvenile delinquents had better school success if they came from complete families, in contrast to children who came from incomplete families. The situation was similar with regard to behavior, where juvenile delinquents had slightly better behavior at school if they came from complete families, unlike children who came from incomplete families.
Conclusion: The data we analyzed and presented in our research indicate that the family structure plays an important role in the socialization of children, but also in the manifestation of their deviant behavior. If its functionality is impaired, that will often be reflected in children’s attitudes towards school and school obligations. However, when looking for the causes of juvenile delinquency, but also explaining their attitude towards school and school obligations, one should always try to understand the specific characteristics and possible environmental conditions that resulted in such an outcome
Sensory games with sensory tables for children with autism
Get PDFUvod: Deca sa autizmom imaju brojne probleme, posebno na polju komuni- kacije sa okolinom, što je posledica poremećaja u efikasnoj integraciji infor- macija iz čula, koji ograničavaju sposobnost dece da odgovore na određene zadatke, planiranje novih zadataka, obavljanje koordinisane motoričke ak- tivnosti, razvijanje socijalnih odnosa sa vršnjacima, i dovode do problema u emocionalnom području.
Problem: Deca sa autizmom teško se pridržavaju školskih uputstava, imaju kratkotrajno održavanje pažnje, teškoće u pisanju, gruboj i finoj motorici, ko- ordinaciji oko-ruka itd.
Cilj: Cilj ovog istraživanja je senzorni način ispitivanja, otkrivanja i dizajniranja sveta kako bi se deci sa oštećenom senzornom integracijom, posebno deci sa autizmom, pružile mogućnosti za poboljšanje koncentracije, logičkog mišlje- nja, taktilnost, vizuelne, gustativne i vestibularne percepcije, vizuelnomoto- ričke kontrole, grafomotorike, kreativnosti, a takođe i za podsticanje sticanja odgovarajućeg školskog znanja.
Ciljna grupa: 2 učenika bez i 4 učenika sa intelektualnom ometenošću iz redov- nih škola i kontrolna grupa (5 učenika sa lakom intelektualnom ometenošću i 5 učenika sa poremećajem iz spektra autizma, različite starosti i pola).
Zadaci: montaža i adaptiranje višenamenskih senzornih stolova; praktična upotreba senzornih stolova u nekoliko nastavnih predmeta; snimanje vi- deo zapisa i njihovo predstavljanje u osnovnim školama u gradu, vrtićima, roditeljima.
Hipoteza: Pretpostavljamo da će kontinuirana upotreba višenamenskih sen- zornih stolova poboljšati koncentraciju, logičko razmišljanje, taktilnu i vizu- elnu percepciju, vizuelno-motoričku kontrolu, grafomotoriku, kreativnost kod dece sa autizmom, a istovremeno će omogućiti usvajanje pojmova brojeva, oblika, boja, svetlosti i senki, upoznavanje i razlikovanje različitih materijala.
Metod: Аnaliza podataka dobijenih u senzornom profilu svakog učenika sa autizmom, koji je napravljen pre i posle aktivnosti. Napravljen je plan obrade podataka u kojem su svi podaci zabeleženi tokom sastavljanja senzornih sto- lova i promene koje se javljaju kod učenika primenom skupa senzornih, tak- tičkih i misaonih stimulusa kroz metodu posmatranja i eksperimenta tutora i defektologa. Instrumenti koji se koriste za prikupljanje podataka su ispitivanje profila senzora, skica koncepta i sveska sa podacima.
Rezultati: Praktična upotreba senzornih stolova podstiče: manipulativne ve- štine i finu motoriku kod dece; mogućnosti za samostalno istraživanje i traže- nje rešenja; poboljšanje pažnje i koncentracije; lakše razumevanje i sticanje školskog znanja.
Zaključak: Iz dobijenih rezultata zaključeno je da ova vrsta igre podstiče i po- boljšava koncentraciju i pažnju kod dece, stimuliše motoričke sposobnosti, lo- giku, čula, kreativnost i pamćenje.Introduction: Children with autism have numerous problems, especially in the field of communication with the environment, which is a consequence of disorders in the efficient integration of information from the senses, which affect the child’s ability to restrict certain tasks, plan new ones, perform coordinated motor activities, develop social relationships with peers, problems in the emotional area.
Problem: Children with autism find it difficult to follow school instructions, short-term attention span, difficulty writing, rough and fine motor skills, eye-hand coordination, etc.
Aim: The aim of this research is a sensory way of examining, discovering and designing the world in order to provide children with impaired sensory integration, especially children with autism, opportunities to improve concentration, logical thinking, tactility, visual, taste, vestibular perception, visuomotor control, graphomotor skills, creativity, and also to encourage the acquisition of appropriate school knowledge.
Target group: 2 students without and 4 students with intellectual disability from regular schools, and the control group (5 students with mild intellectual disabilities and 5 students with autism spectrum disorder, of different ages and genders).
Tasks: Installation and adaptation of multi-purpose sensory tables; practical use of sensory tables in several school subjects; recording videos and their presentation in the elementary schools and kindergartens in the city, to parents.
Hypothesis: We assume that the continuous use of multi-purpose sensory tables will improve concentration, logical thinking, tactile and visual perception, visuomotor control, graphomotor skills, creativity in children with autism, and at the same time enable the acquisition of concepts of numbers, shapes, colors, light and shadows, distinguishing different materials.
Method: Analysis of data obtained in the sensory profile of each student with autism, which was made before and after the activity. A data processing plan was made in which all data were recorded during the compilation of sensory tables and changes that occur in students by applying a set of sensory, tactile and thought stimuli through the method of observation and experiment of tutors and special educators. The instruments used for data collection were sensor profile examination, concept sketch and data notebook.
Results: Practical use of sensory tables encourages: manipulative skills and fine motor skills in children; opportunities for independent research and finding solutions; improved attention and concentration; easier understanding and acquiring school knowledge.
Conclusion: From the obtained results, it was concluded that this type of game encourages the improvement of concentration and attention in children, it stimulates motor skills, logic, senses, creativity and memory
Early intervention and social development in children with intellectual disabilities
Get PDFSocijalni razvoj obuhvata sposobnosti i veštine opažanja i razumevanja drugih osoba, njihovog ponašanja, namera, osobina i unutrašnjeg stanja. Takođe, obuhvata različite načine reagovanja u socijalnim situacijama, kao i iniciranje i održavanje kontakata. Adekvatno razvijen socijalni razvoj kod deteta, predstavlja osnovu za čitavo funkcionisanje, kako u detinjstvu, tako i u adolescenciji i odraslom dobu. Socijalni razvoj predstavlja područje koje iziskuje mnogo rada i programa intervencija, kojima se razvoj podstiče, a eventualne nepravilnosti koriguju i svode na minimum. Kod dece sa intelektualnom ometenošću, javljaju se problemi socijalnog funkcionisanja. Pregledom literature evidentiraju se pozitivni efekti koje rana intervencija ostvaruje na socijalni razvoj, te je ovaj period ključan trenutak za početak adekvatnog tretmana. Pri sprovođenju rane intervencije, ali i samog vaspitno-obrazovnog rada, ističe se neophodnost sistemske podrške i korišćenje integrisanog pristupa koji podrazumeva participaciju roditelja, koja često izostaje. Ovaj rad ima za cilj da dâ pregled studija koje se odnose na sprovođenje programa rane intervencije u okviru socijalnog razvoja kod dece sa intelektualnom ometenošću, kao i da ukaže na uticaj integrisanog pristupa na realizaciju programa.Social development includes the abilities and skills of observing and understanding others, their behavior, intentions, traits and internal state. It also covers different ways of responding to social situations, as well as initiating and maintaining contacts. Adequate social development of a child is the basis for all functioning, in childhood, adolescence and adulthood. Social development is an area that requires a lot of work and intervention programs which encourage development, and correct and minimize any irregularities. Children with intellectual disabilities often have problems in social functioning. Literature review identifies the positive effects of developmental incentives that early intervention achieves, and that this period is the crucial time to begin adequate treatment. In conducting early intervention, and in the educational work itself, the need for systematic support and the use of an integrated approach, which often involves parental participation, are emphasized. This paper aims to give an overview of studies related to the implementation of early intervention programs for children with disabilities in the area of social development, as well as to indicate the impact of an integrated approach on their implementation
Vizuomotorna integracija kod dece sa i bez smetnji u razvoju
No full textVisual-motor integration is a complex process that arises by merging motor output and visual input. This is the ability that connect eye and hand movements with visual information. Children with visual-motor integration problems may have difficulty with motor activities that require visual input and feedback. The aim of the research was to evaluate the visual-motor integration in children with and without developmental disorders, who attend the first grade of elementary school. The research sample was formed of 105 participants of both sexes. The average age of participants was Mdn = 7.7 years. In relation to the type of development, there were 28.6% of children with typical development and 71.4% of children with developmental disorders (children with motor, sensory and cognitive disorders). Subtest 2, Fine Motor Integration from the Bruininks-Oseretsky Test of Motor Proficiency, 2nd edition (BOT-2; Bruininks & Bruininks, 2005) was used to assess visual-motor integration. Counting measures, measures of central tendency and measures of variability were applied in statistical data processing, and one-factor analysis of variance with subsequent Post-hoc tests was used to determine the difference between groups. The results showed that all groups of participants achieved lower average achievements compared to the maximum possible achievement. At the same time, a statistically significant difference (p < .05) was detected between participants with typical development and all groups of participants with developmental disorders, while between groups of participants with developmental disorders this difference was not at the level of statistical significance. These results indicate the importance and need to stimulate visual¬motor integration, both in children with developmental disorders and in children of typical development. If this ability is not subjected to preventive and corrective programs in time, it can affect the reduced physical activity and participation of children in peer games, but it can also have consequences for the acquisition of reading and writing skills.Vizuomotoma integracija je složeni proces koji nastaje spajanjem motoričkog izlaza i vizuelnog ulaza, odnosno to je sposobnost povezivanja pokreta oka i ruke sa vizuelnim informacijama. Deca sa problemima vizuomotome integracije mogu da imaju teškoće sa motoričkim aktivnostima koje zahtevaju vizuelni input i povratnu spregu. Cilj istraživanja je bio da se proceni vizuomotoma integracija kod dece sa i bez smetnji u razvoju, koja pohađaju prvi razred osnovne škole. Uzorak istraživanja je formiran od 105 učenika oba pola. Prosečan uzrast učenika je Mdn = 7,7 godina. U odnosu na tip razvoja bilo je 28,6% učenika tipičnog razvoja i 71,4% učenika sa smetnjama i poremećajima u razvoju (učenici sa motoričkim smetnjama i poremećajima, učenici sa senzomim smetnjama i poremećajima i učenici sa kognitivnim smetnjama i poremećajima). Za procenu vizuomotome integracije korišćen je subtest 2, Fina motorička integracija iz baterije testova Bruininks-Oseretsky Test of Motor Proficiency, 2nd edition (BOT-2; Bruininks & Bruininks, 2005). U statističkoj obradi podataka primenjene su mere prebrojavanja, mere centreline tendencije i mere varijabilnosti, a za utvrđivanje razlike između grupa primenjena je jednofaktorska analiza varijanse sa naknadnim Post-hoc testovima. Rezultati pokazuju da sve grupe ispitanika ostvaruju niža prosečna postignuća u odnosu na maksimalno moguće postignuće. Istovremeno, statistički značajna razlika (p < .05) je otkrivena između ispitanika tipičnog razvoja i svih grupa ispitanika sa smetnjama u razvoju, dok između grupa ispitanika sa smetnjama u razvoju ta razlika nije na nivou statističke značajnosti. Ovi rezultati upućuju na značaj i potrebu stimulacije vizuomotome integracije, kako kod dece sa smetnjama u razvoju, tako i kod dece tipičnog razvoja. Ukoliko ova sposobnost ne bude na vreme podvrgnuta preventivno - korektivnim programima može da utiče na smanjenu fizičku aktivnost i participaciju dece u vršnjačkim igrama, ali i da ostavi posledice na usvajanje akademskih veština, poput čitanja i pisanj
Exercise-Based Interventions Aimed at Improving Balance in Children with Autism Spectrum Disorder: A Meta-Analysis
Get PDFChildren with Autism Spectrum Disorder (ASD) often have deficits in motor skills, especially balance. This article presents a meta-analytic review of 15 intervention studies that aimed to improve balance in children and adolescents with ASD. Across these studies, there were 195 participants with ASD for whom pre-intervention and post-intervention balance scores were available. We measured the standardized mean difference (Hedges’ g) between their pre-intervention and post-intervention balance scores and found a large, positive effect from these balance interventions (standardized mean difference—1.82 (95% CI [1.34, 2.29])). Various balance intervention procedures were shown to be very efficacious for children and adolescents with ASD. Clearly, balance is a motor skill that is very susceptible to intervention efforts. We also provided recommendations to researchers regarding what information to include when conducting intervention studies.acceptedVersionThis is the peer‐reviewed version of the article: Djordjević, M., Memisevic, H., Potic, S., & Djuric, U. (2021). Exercise-Based Interventions Aimed at Improving Balance in Children with Autism Spectrum Disorder: A Meta-Analysis. Perceptual and Motor Skills. [https://doi.org/10.1177/00315125211060231
Senzomotorna procena razvoja govora kod dece različitog uzrasta
No full textУвод: Говор представља средство комуникације међу људима који на најлепши и најсвеобухватнији начин омогућава саопштавање мисли, жења, информација. Захвањујући комуникацији човек је успео да изгради социјалне односе са другим људима који се заснива на интеракцији. Сензорна интеграција, као и адекватан моторни и социоемоционални развој представњају темељ адекватног развоја говора код деце.
Циљ: Циљ овог истраживања је процена квалитета говора, сензомоторног развоја и социо-емоционалног понашања код деце са развојном дисфазијом и деце типичне популације у односу на пол, узраст и старост мајке у тренутку порођаја.
Метод: У истраживању је учествовало 32 испитаника оба пола, од чега 17 испитаника има дијагнозу развојне дисфазије, а 15 испитаника су припадници типичне популације. Узорак је пригодан. Користили смо се Скалом за процену психофизиолошких способности детета од 0 до 7 година, која је подељена у 3 супскале: говор, сензомоторни развој, социо- емоционално понашање.
Резултати: Резултатима је утврђен квалитет говора, сензомоторног развоја и социо-емоционалног понашања код деце са развојном дисфазијом и деце типичне популације.
На основу приказаних резултата и применом одговарајућих статистичких метода постављене хипотезе су прихваћене или одбачене.
Закључак: На основу нашег научно-истраживачког рада можемо закњучити да је квалитет говора, сензомоторног развоја и социо-емоционалног понашања код деце са развојном дисфазијом у великој мери лошији у односу на децу типичне популације, као и то да је сагледавање сензомоторног развоја детета до данас је недовољно истражена.Introduction: Speech is a means of communication between people that in the most beautiful and comprehensive way enables the communication of thoughts, desires, information.
Thanks to communication, man has managed to build social relationships with other people based on interaction. Sensory integration, as well as adequate motor and socio-emotional development are the foundation of adequate speech development in children.
Objective: Objective of this study is to assess the quality of speech, sensorimotor development and socio-emotional behavior in children with developmental dysphasia and children of the typical population in relation to the sex, age and age of the mother at birth.
Method: The study involved 32 subjects of both sexes, of which 17 subjects were diagnosed with developmental dysphasia, and 15 subjects were members of the typical population. The pattern is convenient. We used the Scale for assessing the psychophysiological abilities of a child from 0 to 7 years old, which is divided into 3 subscales: speech, sensorimotor development, socio-emotional behavior.
Results: The results determined the quality of speech, sensorimotor development and socio- emotional behavior in children with developmental dysphasia and children of the typical population. Based on the presented results and the application of appropriate statistical methods, the set hypotheses were accepted or rejected.
Conclusion: Based on our research work, we can conclude that the quality of speech, sensorimotor development and socio-emotional behavior in children with developmental dysphasia is much worse than in children of the typical population, and that the perception of sensorimotor development of the child to date is insufficiently researched
Ispitivanje stavova nastavnika prema inkluziji i deci sa smetnjama u razvoju
No full textЦиљ истраживања био је утврђивање ставова наставника о инклузији и деци са сметњама у развоју, утврђивање сарадње наставника са родитељима деце са сметњама у развоју као и утврђивање стручног усавршавања наставника у инклузивном образовању са посебним освртом на испитивање разлика у односу на пол (мушки/ женски), старост наставника (23-40 година/ > 40 година), дужину радног стажа (0-10 година/ > 10 година), искуство у реализацији индивидуалног образовног плана (са искуством/ без искуства) и врсту наставе коју наставници изводе. Узорак је био пригодан и чинило га је 56 наставника разредне и предметне наставе оба пола, старости од 24 до 63 године запослених у ОШ Десанка Максимовић у Косовској Каменици.
Осим упитника којим се испитују социо-демографске и професионалне варијабле, а који је наменски креиран за потребе овог истраживања, коришћена је и скала ПИТИ- скалер- пракса и теорија инклузије која има 4 субскале: Став о инклузији, Став о деци са сметњама у развоју, Сарадња наставника с породицом и Стручно усавршавање наставника у инклузивном образовању.
За утврђивање расподеле по категоријама варијабли коришћене су мере дескриптивне статистике док је за испитивање значајности разлика коришћена мера инференцијалне статистике: t-тест за независне узорке.
Утврђено је да наставници подржавају инклузију и имају позитиван став према деци са сметњама у развоју, имају добру сарадњу са породицом деце са сметњама у развоју, као и да је стручно усавршавање наставника у инклузивном образовању присутно у значајном обиму.
Утврђене су статистички значајне разлике између наставника који имају и наставника који немају искуство у реализацији индивидуалног образовног плана на следећим варијаблама: став наставника о инклузији (t = 2,629; df = 54; p = 0,010), став наставника према деци са сметњама у развоју (t = 3,042; df = 54; p = 0,004) и сарадња наставника с породицом деце са сметњама у развоју (t = 02,533; df = 54; p = 0,014). Наставници који имају искуство у реализацији индивидуалног образовног плана имају позитивнији став према инклузији и деци са сметњама у развоју и бољу сарадњу с њиховим родитељима од наставника који такво искуство немају. Утврђене су и статистички значајне разлике на варијабли сарадња наставника с породицом деце са сметњама у развоју између наставника различитог пола (t = 2,038; df = 54; p = 0,046). Наставници имају бољу сарадњу с родитељима деце са сметњама у развоју од наставница. Између осталих испитаних варијабли нису утврђене статистички значајне разлике.The aim of the research was to examine the attitudes of teachers about inclusion and children with disabilities, examined the cooperation of teachers with parents of children with disabilities as well as examining the professional development of teachers in inclusive education with special emphasis on examining gender differences (male/ female), age (23-40 years/ > 40 years), length of service (0-10 years/ > 10 years), experience in implementing an individual educational plan (with experience/ without experience) and type of teachers (clas teachers/ subject teachers). The sample was appropriate and consisted of 56 primary and secondary school teachers of both sexes aged 24 to 63, employed at the Desanka Maksimović Elementary School in Kosovska Kamenica.
In addition to the questionnaire examining socio-demographic and professional variables, which was purposely created for the needs of this research, the PITI- scaler- practice and theory of inclusion scale was used, which has 4 subscales: Attitude about inclusion, Attitude about children with disabilities, Cooperational of teachers with the family and Professional development of teachers in inclusive education.
Measures of descriptive statistics were used to determine the distribution by categories of variables, while a measure of inferential statistics was used to examine the significance of differences: t- test for independent samples.
We found that teachers support inclusive and have a positive attitudie towards children with disabilities, they have good cooperation with familiy of children with disabilities, as well as that the professional development of teachers in inclusive education is present to a significant extent. Statistically significant differences were found between teachers who have and teachers who do not have experiences in the implementation of an individual education plan on the following variables: teachers attitudies towards inclusion (t = 2,629; df = 54; p = 0,010), teachers attitudes towards children with disabilities (t = 3,042; df = 54; p = 0,004) and teachers cooperation with the family of children with disabilities (t = 02,533; df = 54; p = 0,014). Teachers who have experience in the implementation of an individual educational plan have a more positive attitude towards inclusion and children with disabilities and better cooperation with their parents than teachers who do not have such experience. There were also statistically significant differences in the variable cooperation of teachers with the family of children with disabilities between teachers of different sexes (t = 2,038; df = 54; p = 0,046). Man teachers have better cooperation with parents of children with disabilities than woman teachers. No statistically significant differences were found between the other examined variables