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A model of internalized stigma in parents of individuals with disabilities
No full textBackground: Stigma has negative impacts on both individuals with disabilities and their caregivers, including poor mental health and social isolation. In the present study, we aimed to test a model of stigma internalization among parents of individuals with disabilities, as this process in not yet completely understood. Aim: Specifically, we explored effects of experienced stigma and neuroticism on affiliate stigma and examined whether perceived stigma and self-blame are mediators in a stigma internalization model. Methods: We recruited 82 parents of individuals with disabilities in Serbia over the course of six months. Parents were asked about perceived stigma, experienced stigma, affiliate stigma, self-blame, and they completed an assessment of personality traits. Results: Both experienced stigma and neuroticism were positively correlated with affiliate stigma. In addition, perceived stigma was a mediator between these variables: parents who experienced stigma more and had higher neuroticism scores reported higher degrees of perceived stigma, which in turn positively affected affiliate stigma. Self-blame was not a significant mediator in the tested model. Conclusion: We conclude stigma internalization among parents of individuals with disabilities is a complex process, involving experienced stigma, neuroticism, and perceived stigma. Interventions should include multiple paths to adequately support parents to combat stigma
Potrebe osnovnih škola u Srbiji tokom pandemije covid-19 u kontekstu prevencije rizičnih ponašanja učenika: perspektiva nastavnika: istraživački izveštaj
Get PDFZdravstvena kriza izazvana pandemijom virusa korona (COVID-19) donela je mnoge promene u funkcionisanju svih aktera obrazovno-vaspitnog sistema u svetu i Srbiji. Uvođenje onlajn nastave, smanjenje broja učenika po grupama i obavezna fizička distanca uz
dezinfekcione mere glavni su faktori koji su obojili realizaciju nastave od početka pandemije. Fokus svih aktera obrazovno-vaspitnog sistema, a i društva u celini bila je organizacija nastave, sa ciljem da se kontinuitet u radu sa učenicima održi, a da se iznađu modaliteti nastave koji bi omogućili njeno uspešno izvođenje uz smanjenje rizika od zaraze virusom. Zbog svih ovih elemenata, kompletan školski „život“ školske 2020/2021. godine bio
je prvenstveno usmeren na odgovor na akademske potrebe učenika, a sve ostalo je stavljeno u drugi plan.
Kako situacija sa pandemijom ne jenjava, te se čitav svet, pa i naš obrazovno-vaspitni
sistem nalaze u stanju produžene krize, potrebno je iznaći raznovrsne načine da se
podrži rad škola. Dodatno, usled fokusiranosti na iznalaženje najboljih rešenja u organizaciji nastavnog plana i programa po obrazovno-vaspitne i razvojne ishode učenika, čini
se da su potrebe, barijere i teškoće sa kojima se nastavnici suočavaju ostavljeni po strani.
Stoga je potrebno podržati nastavnike u njihovom direktnom radu sa učenicima kako bi
u fokusu, pored akademskih, bile ravnopravno i psihosocijalne potrebe učenika. Iz tog
razloga, CEPORA – Centar za pozitivan razvoj dece i omladine, uz podršku Misije OEBS-a
u Srbiji, pokrenuli su istraživanje sa ciljem izvođenja zaključaka i preporuka za unapređenje podrške školi i samim nastavnicima u suočavanju sa izazovima koje je donela zdravstvena kriza.
Istraživanje o potrebama osnovnih škola u Srbiji tokom pandemije COVID-19 realizovano
je u okviru projekta „Prevencija rizičnih ponašanja kod dece i omladine u Srbiji kroz sport
i edukaciju – naredni koraci: Preporuke za implementaciju projektnih aktivnosti tokom
i nakon pandemije COVID-19”. Cilj samog istraživanja bio je ispitivanje potreba škola u
izmenjenim okolnostima obrazovno-vaspitnog rada, sa fokusom na perspektivu nastavnika, a rezultati su poslužili za kreiranje praktičnih alata za podršku u radu i za izvođenje
preporuka za prevenciju rizičnih ponašanja učenika tokom i nakon pandemije COVID-
Školska klima i adaptivne karakteristike učenika mlađih razreda osnovne škole
Get PDFIntroduction. It has long been established that school climate can influence the course and outcomes of education, but the findings of previous research are inconsistent as to which elements of school climate are crucial for positive outcomes. This paper provides a more detailed insight into the individual contribution of the dimensions and determinants of school climate for adaptive functioning of students. Objective. The objective of the research was to consider the patterns of the relationship between the quality of school climate and its determinants (program, process and material) and adaptive characteristics of students. Methods. The research was conducted in five primary schools in Belgrade. The Charles F. Kettering, Ltd. - CFK School Climate Profile was used to assess school climate, and the TRF Adaptive Functioning Profile was used to assess adaptive characteristics of students. Both questionnaires were completed by primary school teachers. Results. Positive correlations were found between the quality of school climate, program, process and material determinants, on the one hand and, on the other hand, adaptive characteristics of students. Based on the results of regression analysis, the program determinants of school climate were singled out as the only significant predictor. Conclusion. The results of this research confirm that a good school climate, and especially school programs and practices in the domain of learning and teaching, can contribute to adaptive characteristics of students. Based on the obtained results, the paper describes the implications for future research and practice in this field.Uvod: Odavno je ustanovljeno da skolska klima moze uticati na tok i ishode obrazovanja, ali nalazi prethodnih istrazivanja nisu saglasni u pogledu toga koji su elementi skolske klime presudni za pozitivne ishode. Ovaj rad pruza detaljniji uvid u pojedinacni doprinos dimenzija i determinanti skolske klime za adaptivno funkcionisanje ucenika. Cilj: Cilj istrazivanja bilo je sagledavanje obrazaca povezanosti kvaliteta skolske klime i njenih determinanti (programskih, procesnih i materijalnih) i adaptivnih karakteristika ucenika. Metode: Tstrazivanje je radeno u pet osnovnih skola na teritoriji Beograda. Za procenu skolske klime koriscen je Profil skolske klime (The Charles F. Kettering, Ltd. - CFK School Climate Profile), a za procenu adaptivnih karakteristika ucenika Skala adaptivnih karakteristika iz Ahenbahovog sistema empirijski zasnovane procene, verzija za nastavnike (TRF Adaptive Functioning Profile). Oba upitnika popunjavali su nastavnici razredne nastave. Rezultati: Otkrivene su pozitivne korelacije izmedu kvaliteta skolske klime, programskih, procesnih i materijalnih determinanti, s jedne i adaptivnih karakteristika ucenika, s druge strane. Na osnovu rezultata regresione analize izdvojene su programske determinante skolske klime kao jedini znacajan prediktor. Zakljucak: Rezultati ovog istrazivanja potvrduju da dobra skolska klima, a pogotovo skolski programi i prakse u domenu ucenja i poducavanja, mogu doprineti adaptivnim karakteristikama ucenika. Polazeci od dobijenih rezultata u radu su opisane implikacije za buduca istrazivanja i praksu u ovoj oblasti.publishedVersio
Implementation of virtual reality based treatment of motor disorders in children with cerebral palsy
Get PDFIntroduction. Virtual reality is a computer-generated interactive simulation of reality that provides a wide range of possibilities for creating a beneficial therapeutic program. The use of virtual reality systems in the rehabilitation of motor disorders in children with cerebral palsy is relatively recent. Objective. Accordingly, the aim of this review is to establish the level of effectiveness of rehabilitation interventions based on virtual reality systems in the treatment of children with cerebral palsy, based on the available literature. Methods. The initial search identified 63 scientific papers (research reports). By applying the selection criteria, nine papers were selected that met the given criteria and thus entered the further process of analysis. During the analysis, special attention was paid to: the outcomes of therapeutic procedures (the achieved results); and the analysis of the selection criteria of virtual reality systems to be used in the rehabilitation and accessibility of these systems for commercial and clinical applications. Results. Contradictory results have been found based on the analysis of the levels of effectiveness of rehabilitation interventions. In addition to studies that testify to the unequivocally positive effects of the application of virtual reality in the rehabilitation of children with cerebral palsy, there are also those in which it is evident that this effect is absent. Conclusion. The general conclusion of this paper is that virtual reality systems have great potential for application in the field of rehabilitation of motor disorders, but also that this area is still not sufficiently researched and requires further engagement to go one step further to justify or challenge their application.Uvod: Virtuelna realnost predstavlja kompjuterski generisanu interaktivnu simulaciju stvarnosti koja pruza sirok dijapazon mogucnosti za kreiranje delotvornih terapijskih programa. Upotreba sistema virtuelne realnosti u rehabilitaciji dece sa cerebralnom paralizom je relativno novijeg datuma. Cilj: Cilj ovog preglednog rada je da, na osnovu dostupne literature, ustanovi nivo efikasnosti rehabilitacionih intervencija zasnovanih na sistemima virtuelne realnosti u tretmanu motornih poremecaja kod dece sa cerebralnom paralizom. Metode: Na osnovu inicijalne pretrage identifikovano je 63 naucna rada (istrazivacka izvestaja). Primenom kriterijuma selekcije izdvojeno je devet radova koji su ispunjavali zadate kriterijume i time usli u dalji proces analize. Posebna paznja prilikom analize radova posvecena je: ishodima terapijskih procedura, odnosno postignutim rezultatima, kao i analizi odabira sistema virtuelne realnosti koji ce se korititi u rehabilitaciji i pristupacnosti ovih sistema za komercijalnu i klinicku primenu. Rezultati: Rezultati analize nivoa efikasnosti rehabilitacionih intervencija dali su kontradiktorne nalaze. Pored studija koje svedoce o nedvosmisleno pozitivnim efektima primene sistema virtuelne realnosti u rehabilitaciji dece sa cerebralnom paralizom, postoje i one u kojima je evidentno da taj efekat izostaje. Zakljucak: Opsti zakljucak ovog rada je da sistemi virtuelne realnosti imaju veliki potencijal za primenu u oblasti rehabilitacije motornih poremecaja, ali i da ova oblast jos uvek nije dovoljno istrazena i zahteva dalje angazovanje kako bi se napravio korak vise u cilju opravdavanja ili osporavanja njihove primene
Support needs in domain of sexual violence prevention programs against persons with intellectual disability
Get PDFIako se poslednjih godina o seksualnom zlostavljanju i visokoj prevalenciji ove vrste nasilja nad osobama s intelektualnom ometenošcu sve više govori, ipak postoji mali broj konkretnih programa intervencije koji bi doprineli pre- venciji u ovoj oblasti.
Cilj ovog rada bio je da se pregledom dostupne literature prikažu razliciti aspekti i speci.ficnosti prevencije seksualnog nasilja nad osobama s intelektu- alnom ometenošcu, kao i predložene intervencije u cilju smanjenja inciden- cije ove pojave.
Rezultatima se pokazuje da postoji mali broj istraživanja u ovoj oblasti, kao i da su programi prevencije uglavnom orijentisani na odrasle osobe ženskog pola s lakom i umerenom intelektualnom ometenošcu. Istraživanja ukazuju na to da je neophodno razmotriti licne karakteristike osoba s intelektualnom ometenošcu, kao i sredinske i kulturološke cinioce pri planiranju, primeni i vrednovanju programa intervencije.
Izazov buducim istraživacima trebalo bi da budu razvoj i intenzivnija pri- mena programa koji bi obuhvatali širi spektar podrške u domenu prevencije seksualnog nasilja nad osobama s intelektualnom ometenošcu.Although there are increased discussions about sexual abuse and high prevalence of this type of abuse against persons with intellectual disability lately, there are only few intervention programs which can contribute to prevention in this area.
’e goal of this review was to show di-erent aspects and specifics of sexual violence prevention programs against persons with intellectual disability and suggested interventions for incidence reduction of this phenomenon.
Results have shown that there are few studies in this area, as that the prevention programs are mostly oriented on adult women with mild and moderate intellectual disability. Many studies suggest that is necessary to consider personal characteristics of persons with intellectual disability, as well as environmental and cultural impacts in planning, implementation and evaluation of intervention programs.
’e challenge for future researchers should be to develop and intensify the implementation of programs that would include a wider range of support in the field of prevention of sexual violence against people with intellectual disabilities
Academic resilience in deaf and hard of haring students
Get PDFUvod: Postizanje akademskog uspeha zavisi od raznih spoljašnjih i
unutrašnjih faktora. U spoljašnje faktore ubrajamo porodicu, školu i
društvenu sredinu, dok u unutrašnje ubrajamo različite individualne
faktore, zdravstveno stanje, motivaciju učenika i slično. Jedan od
značajnih individualnih faktora je i „akademska rezilijentnost”, termin koji
je novijeg datuma, ali je ipak sve prisutniji u inostranim studijama u kojima
se analiziraju faktori koji utiču na školski uspeh. Akademska rezilijentnost
se definiše kao sposobnost pojedinca da se suoči i uspešno izbori sa
akademskim stresom, kao što su nazadovanje u školskom uspehu ili
pritisak u školskom okruženju. Uopšteno, rezilijentnost je definisana kao
sposobnost adaptacije pojedinca na stresne situacije uprkos otežanim ili
negativnim okolnostima.
Cilj: Cilj istraživanja je bio da se utvrdi doprinos individualnih faktora
(uzrast, pol, stepen oštećenja sluha, tip amplifikacije, način komunikacije
i školski uspeh) gluvih i nagluvih učenika nivou akademske rezilijentnosti
gluvih i nagluvih učenika srednje škole.
Metod: U istraživanju je korišćena akademska skala rezilijentnosti (The
Acedemic Resilience Scale ARS-30). Istraživanjem je obuhvaćeno 45
gluvih i nagluvih učenika oba pola, očuvanih intelektualnih sposobnosti,
uzrasta od 15 do 19 godina. Ispitivanje učenika je obavljeno individualno
u učionici. Svakom učeniku su data precizna uputstva, u zavisnosti od
dominatnog modela komunikacije, usmeno ili na znakovnom jeziku.
Objašnjeno im je da se od njih očekuje da samostalno pročitaju svaku od
tvrdnji i da zaokruže odgovor sa kojim se u najvećoj meri slažu, a ispitivač
je bio tu da daje dodatna objašnjenja, ukoliko bude potrebno.
Rezultati: Rezultati istraživanja su pokazali da uzrast (F=3,24; df=4;
p=0,022; η2
=0,24), pol (t=-2,219; df=43; p=0,032) i stepen oštećenja sluha
(F=3,91; df=4; p=0,018; η2
=0,25) u značajnoj meri doprinose ostvarenom
nivou akademske rezilijentnosti gluvih i nagluvih učenika, za razliku od
tipa amplifikacije.
Zaključak: Na osnovu dobijenih rezultata možemo zaključiti da razlike
u nivou akademske rezilijentnosti gluvih i nagluvih učenika postoje u
odnosu na uzrast, pol i stepen oštećenja sluha.and internal factors. External factors include family, school and social
environment, while internal factors include various individual factors,
health status, student motivation and the like. One of the important
individual factors is “academic resilience”, a term that is more recent but
is still increasingly present in foreign studies which analyze the factors
that affect school success. Academic resilience is defined as the ability of
an individual to face and successfully cope with stress, setbacks in school
success or pressure in the school environment. In general, resilience
is defined as the ability of an individual to adapt to stressful situations
despite difficult or negative circumstances.
Aim: The aim of the research was to determine the contribution of
individual factors (age, gender, degree of hearing impairment, type of
amplification, way of communication and school success) of deaf and
hard of hearing students to the level of academic resilience of deaf and
hard of hearing high school students.
Method: The Academic Resilience Scale ARS-30 was used in this
research. The research included 45 deaf and hard of hearing students
of both genders, with preserved intellectual abilities, aged 15 to 19. The
students were examined individually in the classroom. Each student
was given precise instructions, depending on the dominant model of
communication, orally or in sign language. It was explained to them that
they were expected to read each of the statements on their own and to
circle the answer with which they most agreed, and the examiner was
there to give additional explanations, if necessary.
Results: The results showed that age (F=3.24; df=4; p=.022; η2
=.24), gender
(t=-2.219; df=43; p=.032) and the degree of hearing impairment (F=3.91;
df=4; p=.018; η2
=.25) significantly contributed to the achieved level of
academic resilience of deaf and hard of hearing students, in contrast to
the type of amplification.
Conclusion: Based on the obtained results, we can conclude that
differences in the level of academic resilience of deaf and hard of hearing
students exist in relation to age, gender and the degree of hearing
impairment
Karakteristike govora i glasa kao prediktori kvaliteta Komunikacije kod odraslih osoba sa hipokinetičkom Dizartrijom
Get PDFHypokinetic dysarthria is characterized by a speech that gradually becomes monotonous, poorly modulated, quiet and ultimately unintelligible. The goal of this research is to determine the acoustic characteristics of voice and speech in adults with hypokinetic dysarthria and the impact of the altered voice on the quality of communication. The sample consisted of 30 elderly respondents of both genders with Parkinson’s disease and hypokinetic dysarthria. In order to conduct a spectral analysis, the voice of patients was recorded while they were reading phonetically balanced text. The respondents conducted a self-assessment of the degree of their own handicap caused by voice disorder and impact of the voice handicap by completing the Voice Handicap Index (VHI). Statistically significant differences were determined in the position of some formants in respondents compared to the values of formants in typical speakers for the following vowels: F1 of the vowel /I/ and F2 of the vowels /E/, /I/, /O/ and /U/. By examining the relation between the score achieved on the VHI instrument and the value of formants, the only statistically significant correlation was achieved between the formant F1 of the vowel /A/ and functional and emotional subscale. By regression analysis used to determine the predictor of the quality of communication, it was confirmed that F1 of the vowel /A/ has a statistically significant contribution to the explanation of the score achieved on functional and emotional subscale, by explaining 15% of the functional sub-scale (Beta=-0,393 (11,30 – 47,37)) and 10% of the emotional subscale (Beta=-0,363 (-0,052 – 0,000)). © 2021, University of Kragujevac, Faculty of Science. All rights reserved.Hipokinetičku dizartriju karakteriše govor koji vremenom postaje monoton, slabo moduliran, tih i na kraju nerazumljiv. Cilj ovog istraživanja je utvrđivanje akustičkih karakteristika glasa i govora kod odraslih osoba sa hipokinetičkom dizartrijom i uticaja izmenjenog glasa na kvalitet komunikacije. Uzorak je činilo 30 odraslih ispitanika oba pola koji imaju Parkinsonovu bolest i hipokinetičku dizartriju. Kako bi se izvršila spektralna analiza glasa sniman je govor pacijenta tokom čitanja fonemski izbalansiranog teksta. Samoprocenu stepena sopstvenog hendikepa izazvanog poremećajem glasa i uticaja glasovnog oštećenja na kvalitet komunikacije ispitanici su vršili popunjava-njem Indeksa glasovnog oštećenja (VHI). Utvrđene su statistički značajne razlike u položaju pojedinih formanata kod ispitanika u odnosu na vrednosti formanata tipičnih govornika i to za sledeće glasove: F1 vokala /I/ i F2 vokala /E/, /I/, /O/ i /U/. Ispitivanjem veze između skora na VHI instrumentu i vrednosti formanata (F1 i F2) jedina statistički značajna pove-zanost ostvarena je između formanta F1 glasa A i funkcionalne i emocionalne supskale. Regresionom analizom korišćenom za utvrđivanje prediktora kvaliteta komunikacije potvrđeno je da F1 glasa A statistički značajno doprinosi objašnjenju skora dobijenom na funkcionalnoj i emocionalnoj supskali, objašnjavajući 15% funkcionalne supskale (Beta=- 0,393 (11,30 – 47,3publishedVersio
Daily living skills of preschool children with visual impairment
Get PDFUvod: Lakši oblici oštećenja vida nekada predstavljaju značajnu prepreku za optimilan razvoj i svakodnevno funkcionisanje dece, što se dovodi u vezu sa neblagovremenim oftalmološkim i ortoptičko-pleoptičkim intrevencijama i prezaštićivanjem od strane roditelja.
Cilj: Utvrditi nivo usvojenosti svakodnevnih životnih veština kod dece sa vizuelnim smetnjama predškolskog uzrasta.
Metod: Uzorak je činilo 100 dece predškolskog uzrasta, od čega 50 dece sa dijagnostikovanim vizuelnim smetnjama i isto toliko dece tipičnog razvoja. Kriterijumi za formiranje uzorka bili su: vizuelne smetnje na nivou slabovidosti povezane sa strabološkim uzrocima, prosečne intelektualne sposobnosti i uzrast od jedne do šest godina (AS=36; SD=12,99 meseci). Za prikupljanje podataka je korišćena subskala Svakodnevne životne veštine, integralni deo Skale za procenu adaptivnog ponašanja (Adaptive Behavior Scale) inkorporirane u Bejli skalu za procenu razvoja novorođenčadi i dece (Bayley Scales of Infant and Toddler Development, Third Edition, Bayley- III, 2005). U statističkoj obradi podataka primenjene su mere deskriptivne statistike, T-test i Univarijatna analiza varijanse (ANOVA).
Rezultati: Deca sa vizuelnim smetnjama su najbolje ocenjena na zadacima kojima se procenjuje samostalnost prilikom hranjenja (AS=2,14; SD=0,86).
Usvojenost higijenskih navika (AS=0,95; SD=0,58) i pomoć u kući (AS=1,49; SD=0,67) roditelji ove dece su vrednovali najnižim prosečnim ocenama.
Između dece sa vizuelnim smetnjama predškolskog uzrasta i vršnjaka tipičnog razvoja utvrđena je statistički značajna razlika u pogledu opšteg skora na subskali Svakodnevne životne veštine (p=0,000), kao i u svim segmentima svakodnevnog funkcionisanje.
Zaključak: Dobijeni rezultati ukazuju da vizuelne smetnje utiču na razvoj samostalnosti i svakodnevno funkcionisanje dece već od naranijeg uzrasta.
Neophodno je dizajnirati programe za usvajanje životnih veština za decu sa lakšim i težim oštećenjem vida, kao osnove za buduću samostalnost i socijalno funkcionianje.Introduction: Milder forms of visual impairment are sometimes a significant obstacle to optimal development and daily functioning of children, which is associated with untimely ophthalmological and orthoptic and pleoptic interventions and overprotection by parents.
Aim: To determine the acquisition level of daily living skills in preschool children with visual impairment.
Method: The sample included 100 preschool children, out of whom 50 were diagnosed with visual impairment, and 50 were of typical development. Sample inclusion criteria were: visual impairment at the level of low vision caused by strabismus, average intellectual abilities, and 1-6 years of age (M=36; SD=12.99 months). Data was collected by means of The Daily Living Skills subscale, which is an integral part of the Adaptive Behavior Scale incorporated into the Bayley Scales of Infant and Toddler Development, Third Edition, (Bayley-III, 2005). Descriptive statistics, T-test, and univariate analysis of variance (ANOVA) were used in statistical data processing.
Results: Children with visual impairment got the highest grades on tasks assessing eating independence (M=2.14; SD=.86). Personal hygiene habits (M=.95; SD=.58) and helping with household chores (M=1.49; SD=.67) were evaluated with the lowest average grades by the parents of these children. A statistically significant difference was determined between preschool children with visual impairment and their typically developing peers in the general score on the Daily Living Skills subscale (p=.000), as well as in all segments of daily functioning.
Conclusion: The obtained results indicate that visual impairments influence the development of independence and daily functioning of children from an early age. It is necessary to design programs for acquiring living skills for children with mild and severe visual impairment, as a basis for future independence and social functioning
Family support and resources of families of children with intellectual disability and autism
Get PDFIntroduction: Families with a child with intellectual developmental disabilities face fear, inappropriate information, ignorance, shame and exclusion. These circumstances lead to social exclusion of these families which makes their integration in the community even more difficult. The underlying reasons for bad status of families of children with intellectual developmental disabilities are deeply rooted in the social, economic, cultural and psychological foundations in all cultures. These families are in constant social isolation, and poverty and social exclusion are among the most relative features of the life of these families. Many of them live in an environment of discrimination, prejudices, ignorance, misinformation and unsatisfied basic needs. Very often these families are families with low incomes, and the reasons for poverty and social exclusion are the low employment rate, the unavailability of the public services and institutions, the lack of support they should receive by the community, as well as the insufficient development of the support services for these families by the state.
Method: This research has been conducted on a sample of total 122 respondents, 60 parents of children with typical development and 62 parents of children with intellectual disability and autism. With the use of a Family Support Scale and a Family Resources Scale, the resources at the disposal of these families, the support they receive from other family members and the community, as well as their needs, have been reviewed. The data collected have been processed with the statistical program SPSS (Statistical Package for Social Sciences).
Results and Conclusion: The results lead to a conclusion that families of children with disabilities still do not have enough resources in the community and the institutions of the system do not offer them sufficient support in order for them to be able to complete their obligations without any obstacles, and at the same time allowing a better quality of life for all family members