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Preschool teachers’ opinions on the implementation of inclusive practice
Get PDFUvod: Suvremena gledišta predškolske prakse naglašavaju inkluzivni pristup u kojem se očekuje stvaranje poticajne okoline u kojoj će se svako dijete osjećati sigurno i dobrodošlo, uključujući djecu s teškoćama. To pretpostavlja diferen- cirani pristup u poučavanju sukladno individualnim odgojno-obrazovnim po- trebama svakog djeteta te da odgajatelji i ostali profesionalci u vrtiću preuz- mu odgovornost za planiranje i provođenje aktivnosti kojima će primjenjivati adekvatne individualizirane oblike podrške.
Cilj: U skladu s takvim gledištima, cilj ovoga istraživanja je istražiti mišljenja odgajatelja obzirom na godine radnog staža o provođenju inkluzivne prakse u njihovim predškolskim ustanovama s naglaskom na samoprocjenu o individu- aliziranom pristupu u radu s djecom s teškoćama (provođenju radionica, indi- vidualiziranih aktivnosti), suradnji s roditeljima, kao i pružanju podrške djeci od strane stručnih suradnika.
Metod: U istraživanju, za koje je izrađen upitnik Provođenje inkluzivne prakse i pružanje podrške djeci s teškoćama predškolske dobi, sudjelovalo je 132 od- gajatelja iz predškolskih ustanova u Republici Hrvatskoj. Za testiranje razlika obzirom na radni staž odgajatelja korišten je Kruskal-Wallis H test.
Rezultati: Rezultati su pokazali prema godinama radnog iskustva postojanje razlika u mišljenjima odgajatelja o provođenju radionica (p=0,003) sa svrhom uključivanja i povezivanja djece s teškoćama kao i o ulozi odgajatelja u surad- nji s roditeljima kad je u pitanju obavještavanje roditelja o uočenim poteško- ćama kod djeteta (p=0,019).
Zaključak: Rezultati ukazuju na potrebu daljnjega jačanja kompetencija pro- fesionalaca u predškolskom sustavu odgoja i obrazovanja za stvaranje inklu- zivnog okruženja, na izgradnji profesionalnog kapaciteta za diferencirano i individualizirano poučavanje, suradnju s roditeljima djece s teškoćama, kao i za provođenje individualiziranih aktivnosti u radu s djecom s teškoćama.Introduction: Contemporary perspectives on preschool practice emphasize an inclusive approach that is expected to create a supportive environment in which every child will feel safe and welcome, including children with disabilities. This presupposes a differentiated approach following with the individual educational needs of each child and that preschool teachers and other professionals in kindergarten take responsibility for planning and implementing activities that will apply adequate individualized forms of support.
Aim: Accordingly, the aim of this research is to investigate the opinions of preschool teachers concerning years of work experience on the implementation of inclusive practice in their preschool institutions with an emphasis on self-assessment of individualized approach working with children with disabilities (workshops, individualized activities), cooperation with parents, as well as providing support to children by professional associates.
Method: 132 preschool teachers from preschool institutions in the Republic of Croatia participated in the research, for which the questionnaire Implementing Inclusive Practice and Providing Support to Preschool Children with Disabilities was prepared. The Kruskal-Wallis H test was used to test differences concerning the work experience of preschool teachers.
Results: The results showed, according to years of work experience, differences in preschool teachers’ opinions on conducting workshops (p=.003) to involve and connect children with disabilities as well as the role of preschool teachers in cooperation with parents when it comes to informing parents about observed difficulties (p=.019).
Conclusion: The results indicate the need to further strengthen the competencies of professionals in the preschool education system to create an inclusive environment, to build professional capacity for differentiated and individualized teaching, to cooperate with parents of children with disabilities, and to implement individualized activities in working with children with disabilities
Denying, disengaging and substance (ab)use: predictors of negative emotions during the covid-19 pandemic
Get PDFUvod: Tokom perioda produžene krize javnog zdravlja doživljavamo različita negativna osećanja i primenjujemo široki spektar adaptivnih i maladaptivnih strategija prevladavanja. Najčešće manifestacije maladaptivnog prevlada- vanja su poricanje, povlačenje i zloupotreba supstanci sa ciljem redukovanja stresa. Od posebnog značaja je ispitivanje reakcija i maladaptivnih strategija kod studentkinja specijalne edukacije i rehabilitacije, s obzirom na to da se radi o budućim pružaocima profesionalne podrške osetljivim grupama.
Cilj: Cilj aktuelne studije je istraživanje prediktivne uloge maladaptivnih stra- tegija prevladavanja u doživljavanju različitih negativnih emocija tokom pan- demije COVID-19.
Metod: Učesnici u ovom onlajn istraživanju su studentkinje specijalne eduka- cije i rehabilitacije (N=222) na Univerzitetu u Beogradu. Podaci o doživljenom strahu, hostilnosti, krivici i tugi, dobijeni su putem skale osnovnih negativnih emocija Inventara za procenu pozitivnog i negativnog afekta (Positive and Negative Affect Schedule – Expanded Form). Maladaptivne strategije prevla- davanja (Upotreba supstanci, Poricanje i Povlačenje) procenjene su inventa- rom COPE.
Rezultati: Testirana su četiri linearna regresiona modela sa maladaptivnim strategijama prevladavanja kao prediktorima i negativnim emocijama (hostil- nost, strah, krivica i tuga) kao kriterijumskim varijablama. U prvom modelu, Hostilnost [F(3,218)=4,036; p<0,01] se predviđa putem Upotrebe supstanci (β=0,183; t=2,710; p<0,01); u drugom se Poricanje (β=0,203; t=2,831; p<0,01) izdvaja kao prediktor Straha [F(3,218)=4,215; p<0,01]; u trećem i Upotreba supstanci (β=0,262; t=4,072; p<0,001) i Povlačenje (β=0,149; t=2,142; p<0,05) predviđaju Krivicu [F(3,218)=12,255; p<0,001]; i u četvrtom modelu, Tugu [F(3,218)=5,222; p<0,01] takođe predviđaju Upotreba supstanci (β=0,165; t=2,466; p<0,01) i Povlačenje (β=0,144; t=1,992; p<0,05).
Zaključak: Rezultati potvrđuju pozitivnu vezu između intenziteta negativnih osećanja i korišćenja maladaptivnih strategija prevladavanja, ali i otkrivaju različite uloge maladaptivnih strategija u predikciji osnovnih negativnih emo- cija tokom pandemije COVID-19. Dobijeni nalazi mogu biti od značaja u pri- premi i obrazovanju studenata specijalne edukacije i rehabilitacije za njihove buduće profesionalne izazove.Introduction: During the period of prolonged public health crisis, one can experience various negative emotional states and apply a wide range of different adaptive and maladaptive coping strategies. The most frequent maladaptive coping manifestations are denial, behavioral disengagement and substance abuse to reduce distress. Since they are the future supporters of the vulnerable, it is of particular interest to examine the reactions of special education students, and the strategies they use to cope with stress in a maladaptive way.
Aim: The aim of the present study was to explore predictive roles of maladaptive coping strategies in different negative emotional states throughout the COVID-19 pandemic.
Method: Participants in this online research were 222 special education and rehabilitation female students from the University of Belgrade. Data on fear, hostility, guilt and sadness was collected using negative emotion scales of Positive and Negative Affect Schedule ‒ Expanded Form. Maladaptive coping strategies (Substance use, Denial and Behavioral disengagement) were assessed by COPE Inventory.
Results: Four linear regressions were performed, with the maladaptive coping strategies as the predictor set, and negative emotional states (hostility, fear, guilt and sadness) as criteria. In the first one, Hostility (F(3,218)=4.036; p<.01) was predicted by Substance use (β=.183; t=2.710; p<.01); in the second, Denial (β=.203; t=2.831; p<.01) stood out as a predictor of Fear [F(3,218)=4.215; p<.01], in the third both Substance use (β=.262; t=4.072; p<.001) and Behavioral disengagement (β=.149; t=2.142; p<.05) predicted Guilt [F(3,218)=12.255; p<.001] and in the fourth Sadness [F(3,218)=5.222; p<.01] was also predicted by Substance use (β=.165; t=2.466; p<.01) and Behavioral disengagement (β=.144; t=1.992; p<.05).
Conclusion: The results confirm positive correlation between maladaptive coping strategies and negative emotions and reveal different roles maladaptive coping strategies have in predicting basic negative emotions during the COVID-19 pandemic. These findings could be of importance in preparing future special educators and rehabilitators for their professional challenges
Reliability and validity of the Stroke and Aphasia Quality of Life Scale-39 (SAQOL-39) for a Serbian population
Get PDFPurpose: Aphasia has a negative impact on a person’s quality of life (QOL). The Stroke Aphasia Quality of Life-39 scale (SAQOL-39) is a widely-used measure of health-related quality of life (HRQOL) developed for people with aphasia that has been translated into several languages. Its psychometric properties have been examined not only in English, but also in other languages. This study examined the reliability and validity of a translation and adaptation of the SAQOL-39 into Serbian in Serbian-speaking people with aphasia.Method: Using forward and backward translation, the SAQOL-39 was translated and adapted from English into Serbian and its psychometric properties were examined in 90 Serbian-speaking people with a broad range of times post-onset of aphasia. Internal consistency, test–retest reliability and other analyses were conducted.Result: Internal consistency and test–retest reliability of the Serbian version was high (Cronbach’s α > 0.9; ICC ≥0.87), which is similar to versions of the scale in other languages.Conclusion: The Serbian translation and adaptation of the SAQOL-39 was shown to be a valid and reliable measure of QOL in people with aphasia with reliable psychometric properties and is suitable for the assessment of Serbian people with aphasia.acceptedVersionThis is the peer‐reviewed version of the article: VukoviĆ, M.; Sukur, Ž.; VukoviĆ, I.; Salis, C.; Code, C. Reliability and Validity of the Stroke and Aphasia Quality of Life Scale-39 (SAQOL-39) for a Serbian Population. International Journal of Speech-Language Pathology 2021, 0 (0), 1–5. [https://doi.org/10.1080/17549507.2021.1971298
Orthographic competencies and phonological awareness in children with developmental coordination disorder
Get PDFUvod: Razvojni poremećaj koordinacije predstavlja poremećaj planiranja i koordinacije
složenih pokreta tokom akcije, bez prethodno dijagnostikovane intelektualne ometenosti,
neurološkog ili senzornog oštećenja. Iako je relativno čest poremećaj u školskoj
populaciji dece, povezanost fonoloških smetnji i pravopisa kod ove dece nije dovoljno
istražena. Cilj: Cilj rada bilo je utvrđivanje povezanosti fonološke svesnosti i pravopisnih
postignuća kod dece sa razvojnim poremećajem koordinacije u odnosu na decu bez
smetnji u koordinaciji. Metode: Istraživanjem je obuhvaćeno 65 dece trećeg razreda
osnovnih škola iz Beograda. Kod 29 dece uočen je razvojni poremećaj koordinacije, dok
je 36 dece bilo bez takvih smetnji. Za utvrđivanje razvojnog poremećaja koordinacije
korišćen je Upitnik za razvojni poremećaj koordinacije. Fonološka svesnost procenjena
je Testom fonološke svesnosti srpskog jezika, a pravopis diktatom. Rezultati: Rezultati
istraživanja pokazuju značajna ispodprosečna postignuća na proceni fonološke svesnosti
i pravopisa kod dece sa razvojnim poremećajem koordinacije. Fonemska supstitucija je
najmanje razvijen element fonološke svesnosti. Najveći broj grešaka opaža se na nivou
reči usled njihovog nepravilnog rastavljanja, dok je najčešća opažena greška na slogovnom
i slovnom nivou supstitucija. Pozitivna korelacija između fonemskih segmenata i
postignuća u pravopisu kod dece sa razvojnim poremećajem koordinacije ukazuje na
povezanost subleksičkog nivoa i ovladavanja pravopisom. Zaključak: Slabija ovladanost
fonološkom svesnošću i pravopisom nesumnjivo dovodi do smetnji u učenju, koje decu
sa razvojnim poremećajem koordinacije prate od najranijeg školovanja. Neprepoznate
smetnje tu populaciju dece, u manjoj ili većoj meri, ograničavaju tokom obrazovnog
procesa. Posledica toga je sveukupno slabije obrazovno postignuće ove populacije dece.Introduction. Developmental coordination disorder is a disorder of planning and
coordination of complex movements during action, without previously diagnosed
intellectual disability, neurological or any other sensory impairment. Although it is a
relatively common disorderin school-age population,the correlation between phonological
awareness and spelling in these children has not been sufficiently investigated. Objective.
The aim of this study was to determine the relationship between phonological awareness
and spelling in children with developmental coordination disorder compared to children
without coordination difficulty. Methods. The research included 65 children of the third
grade of primary schoolsin Belgrade. Developmental coordination disorder was observed
in 29 children, while 36 children did not have this disorder. The Questionnaire for
Developmental Coordination Disorder was used to determine its presence. Phonological
awareness was assessed by the Test of Phonological Awareness, and spelling by dictation.
Results. The results show significant below-average achievements in the assessment of
phonological awareness and spelling in childrenwith developmental coordination disorder.
Phonemic substitution was the least developed element of phonological awareness. The
largest number of errors was observed at the word level, while substitution was the most
common error at the syllabic and letter level. A positive correlation between phonemic
segments and achievements in spelling indicates a relationship between the sublexical
level and spelling development. Conclusion. Poor phonological awareness and spelling
ability lead to learning disabilities during the educational process, which results in an
overall poorer educational achievement in these childre
Procena sposobnosti osoba sa motoričkim poremećajima praktikum četvrto izdanje
No full textDo sada su studenti smera za specijalnu edukaciju i rehabilitaciju osoba
sa motori~kim poreme}ajima tokom studiranja koristili Praktikum za metodiku
rada sa telesno invalidnim licima – dijagnostika koji je ujedno bio i jedini
pisani materijal koji je sadr`ao testove neophodne za procenu sposobnosti
osoba sa motori~kim poreme}ajima.
Tira` pomenutog praktikuma ve} odavno je rasprodat, a vremenom je
sakupljen i novi testovni materijal. Ove ~injenice navele su nas na odluku
da izradimo novi praktikum. Pri njegovoj izradi glavna vodilja nam je bio
prethodni praktikum koji je generacijama studenata pru`ao neophodna
znanja iz oblasti procene sposobnosti osoba sa motori~kim poreme}ajima.
Ve} provereni “stari” testovi kao i novi ima}e velikog zna~aja i za specijalne
edukatore i rehabilitatore – somatopede koji rade u oblasti specijalne
edukacije i rehabilitacije
Forenzička fonetika-identifikacija govornika
No full textForensic phonetics involves the application of methods and voice and speech analysis techniques with a view to solving criminal offences. Identification of speakers is the most complex field of forensic phonetics and it is considered to be the most complex forensic discipline. The fact that voice and speech are realised through temporal dimension and that they are variable at both conscious and unconscious level, which they are differentiated by from other evidential material, contributes to the peculiarities of the identification of speakers. Forensic examination of voice and speech, which are inseparable in forensic sense, represents a complex procedure which entails the engagement of forensic scientists in all its stages, from the reception of material intended for forensic examination and isolation of an indisputable sample to reporting on the results of forensic examination in a court of law. Forensic examination of voice and speech has been conducted in Serbia since 2007, when the first laboratory for forensic voice and speech analysis was established within the Ministry of the Interior of Serbia
Analiza pokretljivosti kod osoba sa multiplom sklerozom na teritoriji grada Beograda
Get PDFU okviru kvaliteta života osoba obolelih od multiple skleroze pokretljivost se ističe kao jedan od značajnih parametara koji određuju nivo tog kvaliteta jer utiče na sposobnost suočavanja sa bolešću, učešće u aktivnostima svakodnevnog života i na produktivnost. Takođe, ovaj uticaj znatno je više prisutan kod osoba sa težim motoričkim oštećenjem u odnosu na osobe bez ovakvog oštećenja.
Cilj rada je bio da se ispita nivo motoričkog funkcionisanja, kroz analizu pokretljivosti osoba sa multiplom sklerozom koje žive na teritoriji grada Beograda. Analizirana je baza podataka Društva multiple skleroze Srbije, a uzorak obuhvata oko 1500 ispitanika.
Rezultati su pokazali da je kod najvećeg broja osoba sa multiplom sklerozom prisutan samostalan ali otežan hod (36.30%), dok samostalano bez teškoća hoda 26.70%. Treću najbrojniju kategoriju čine osobe koje hodaju uz pomoć pomagala (16.54%), dok su kod ostalih kategorija prisutni daleko manji procenti, pa tako 11.08% hoda uz pomoć druge osobe, 4.34% osoba se ne kreće, 4.28% se kreće uz pomoć kolica koja vozi sam i 0.79% uz pomoć kolica koja vozi druga osoba. U svrhu boljeg razumevanja načina kretanja ovih osoba, pregledana je i kategorija ortopedska pomogala koja je pokazala da najveći procenat članova ne koristi nikakva pomagala (63.66%), da 8.02% koristi invalidska kolica (mehanička/električna), da pomagala (štap i štake) koristi 21.74%, dok 5.85% spada pod podkategoriju drugo. Analiza potreba članova pokazala je da 11.11% zahteva pomoć u kući, dok 1.87% članova ima potrebu za angažovanjem personalnog asistenta.
Značaj dobijenih rezultata može se prepoznati u kreiranju odgovarajućih i organizovanih mera podrške, koje bi mogle da doprinesu poboljšanju kvaliteta života u vezi sa zdravljem kod osoba sa multiplom sklerozom
Functional characteristics of school age children with cerebral palsy
Get PDFChildren with cerebral palsy are one of the largest, but also very heterogeneous category in the population of people with motor disabilities. In the school environment, children achieve their functioning and behavior through motor activity, cognitive activity, communication and adaptation. The aim of the study was to evaluate the functioning of students with cerebral palsy in school
and social activities. The basic assumption is that functional deficits that accompany cerebral palsy limit students’ participation in school and social activities and lead to the need for continued professional support. The sample consists of 27 participants with cerebral palsy (59.3% boys), aged 9 to 16 years (M = 12.48, SD = 4.89). The sample was uniform in gender structure (χ2 =
.926, df = 1, p = .336) and calendar age (χ2 = 1.556, df = 2, p = .459). For the purposes of the research, a Protocol for assessment the functioning of the students at school was developed. This protocol contains tests for assessment functional status, subjects participation and their needs. The results of the study showed that severe motor disorder (irreversible) is present in 22.2% of
children with cerebral palsy. In relation to the level of realization of activities of daily living, 59.3% partially accomplish activities of daily living. 37% of the subjects participate in school activities independently, while 51.9% of the subjects with cerebral palsy have independent participation in social activities. At the same time, the need for a personal companion is recorded in 33.3% of children, while the need for support in development and learning is identified in almost 97% children from our sample. The variability of results indicates that the degree of functional ability and functional characteristics is an important criterion for defining the program of rehabilitation and
education of children with cerebral palsy.Deca sa cerebralnom paralizom su jedna od najbrojnijih, a istovremeno i veoma heterogenih kategorija u populaciji osoba sa motoričkim poremećajima. Deca u školskoj sredini svoje funkcionisanje i ponašanje ostvaruju kroz motoričku aktivnost, kognitivnu aktivnost, komunikaciju i adaptaciju. Cilj istraživanja je bio procena funkcionisanja učenika sa cerebralnom paralizom u
školskim i socijalnim aktivnostima. Osnovna pretpostavka je da funkcionalni deficiti koji prate cerebralnu paralizu ograničavaju participaciju učenika u školskim i socijalnim aktivnostima i vode ka potrebi za kontinuiranom stručnom podrškom. Uzorak istraživanja čini 27 ispitanika sa cerebralnom paralizom (59,3% ispitanika muškog pola), uzrasta od devet do 16 godina (AS = 12,48, SD = 4,89). Uzorak je ujednačeni u odnosu na polnu strukturu (χ2 = 0,926, df = 1, p = 0,336) i u odnosu na kalendarski uzrast (χ2 = 1,556, df = 2, p= 0,459). Za potrebe istraživanja kreiran je Protokol za procenu funkcionisanja učenika u školi. Ovaj protokol sadrži testove za procenu funkcionalnog statusa, procenu participacije ispitanika i procenu potreba. Rezultati istraživanja pokazuju da je teški poremećaj motorike (ireverzibilan) prisutan kod 22,2% dece sa cerebralnom paralizom. U odnosu na stepen ostvarivanja aktivnosti svakodnevnog života, 59,3% delimično ostvaruje aktivnosti svakodnevnog života. U školskim aktivnostima samostalno participira 37% ispitanika, dok samostalnu participaciju u socijalnim aktivnostima ostvaruje 51,9% ispitanika sa cerebralnom paralizom. Istovremeno, potreba za ličnim pratiocem evidentirana je kod 33,3% dece, dok je kod skoro 97% utvrđena potreba za podrškom u razvoju i učenju. Varijabilnost rezultata ukazuje na to da su stepen funkcionalnih sposobnosti i funkcionalne karakteristike bitan kriterijum za definisanje programa rehabilitacije i edukacije (organizovanja školovanja) dece sa cerebralnom paralizom
The decade of inclusive educational system in the Republic of Serbia
Get PDFThe paper aims to analyze and show the situation and needs
in schools related to the inclusion of students with disabilities
in mainstream education in the Republic of Serbia in the previous
decade, during which inclusive education became legally
obliged. The study consisted of two parts: a review and analysis
of relevant scientific and professional literature, and empirical
pedagogical research, that included 234 respondents. Research
findings show that the school’s inclusiveness depends on developing
relationships, experience, and competence of teachers
to work with students with disabilities. The research showed
significant challenges of inclusive education and proposed measures
to improve it. Improvements in the education system in
terms of the education of students with disabilities will contribute
to improving the care and sensitivity of the system for the
specific needs of other minority groups of students. An action
plan to improve inclusive education needs to be adopted
Evaluation of in-person and virtual internship learning outcomes in professional higher education
Get PDFStudy programs in Professional Higher Education Institutions typically have the mandatory internship, with defined learning outcomes and ECTS expressed workload. When an internship is performed in exchange for ECTS credit, it must be strongly related to an academic discipline with defined set of learning outcomes. The goals and therefore learning outcomes, differ depending on the educational level and year of the study. At large, internship learning outcomes in professional higher education belong to two general categories: study program-specific learning outcomes and generic academic and soft skills outcomes. In previous years, the need for the development of a virtual model of internship and a platform for its implementation, suitable for performing work-based learning in Higher Education Institutions, is clearly recognized as the response to Industrial revolution 4.0. Even more, the significance of remote work-based learning emerged with the Covid 19 pandemics that disturbed work placed and hampered the implementation of professional practices, internship schemes, and all other forms of work-based learning. While different virtual internship schemes are developed throughout the educational systems, the question arise what are the advantages and disadvantages in the learning outcomes achievement in such work-based learning models. Here we discuss learning outcomes in professional higher education from the position of both traditional in-person internship and modern virtual internship