Argo (Greece)
rFASPER - Repository of the Faculty of Special Education and RehabilitationNot a member yet
5766 research outputs found
Sort by
Phonological awareness of children with developmental dyphasia and dyslexia
Get PDFФонолошка свесност се одређује као способност опажања, анализе, синтезе и генерисања лексичких и сублексичких јединица језика. Према Голубовић С., која је и дефинисала (2003, 2006, 2007, 2012, 2016, 2017) елементи фонолошке свесности су: аудиторна перцепција, аудиторна диференцијација, аудиторна анализа, аудитона синтеза, аудиторно комбиновање, аудиторна меморија, правилна и континуална аудиторна класификација, аудиторни облик или аудиторно препознавање речи, формирање рима, алитерација и интонација или акценат. Код деце без сметњи у учењу ови елементи су нормално развијени. Међутим, код дислексије и развојне дисфазије утврђени су дефицити у развоју ових елемената, на шта указују бројна истраживања. Сама способност читања се заснива на способности препознавања графема, као и на унутрашњем говору којим се остварује симболичка конверзија графема у фонеме. Развојна дисфазија је поремећај развоја експресивног и рецептивног говора, са специфичним патолошким обрасцима испољавања, дисторзијом и супституцијом фонема и речи које добијају облик парафазичких продукција, које се не јављају ни у једном стадијуму нормалног језичког развоја, а које се задржавају веома дуго, док је социјални развој ове деце релативно нормалан, без интелектуалне ометености, аутизма, неразвијености слуха и других поремећаја (Голубовић, 2003, 2006, 2007, 2012, 2016, 2017). Налази бројних истраживања показују дефицит у развоју елемената фонолошке свесности код деце са развојном дисфазијом и дислексијом у поређењу са децом типичног развоја.Phonological awareness is defined as the ability to perceive, analyze, synthesize, and generate lexical and sublexical units of language. Its components are: auditory perception, auditory differentiation, auditory analysis, auditory synthesis, auditory combination, auditory memory, etc. In children without learning disabilities, these elements are largely preserved. However, in dyslexia and developmental dysphasia, these elements are in deficit. The ability to read itself is based on the ability to recognize graphemes, as well as on internal speech which achieves the symbolic conversion of graphemes into phonemes. Developmental dysphasia is a disorder of expressive and receptive speech development, with specific patterns of expression. The findings increasingly show that phonological awareness in both disorders is deficient compared to the typical group of children
Etiološke i fenomenološke karakteristike zatvorskih pobuna
Get PDFПобуне су изненадни насилни догађаји, који се могу десити у затвору сваког тренутка. Оне су се дешавале током историје, у скоро свим земљама света. Услед неповољних услова у затворима, како у свету, тако и у нашој земљи, долази до незадовољства међу затвореничком популацијом. На неки начин, побуне су, кроз историју, биле вапај за помоћ и привлачење пажње јавности и медија, у циљу отклањања животних неповољности у затворима и њиховог могућег утицаја на разрешење тих проблема. Овај рад анализира теоријске основе побуна у затворима, узорке које доводе до побуна, као што су пренасељеност, насиље, формални и неформални систем и депривације. У раду ћемо анализирати и интервенције, које се могу применити у случају побуна и приступе који се користе у циљу њихове превенције.Riots are sudden violent events, which can happen in prison at any moment. They have happened throughout history in almost all countries of the world. Due to unfavorable conditions in the institutions for the execution of criminal sanctions, both in the world and in our country, there is dissatisfaction among the prison population. In a way, the riots have, throughout history, been a cry for help and to attract the attention of the public and the media, in order to eliminate life's inconveniences in prisons and their possible impact on solving these problems. This paper describes the theoretical foundations of prison riots, patterns that lead to riots, such as overcrowding, violence, the formal and informal system, and deprivation. In this paper, we will also deal with interventions that can be applied in the event of riots and the approaches used to prevent them
Povezanost socio-demografskih faktora i ličnih roditeljskih resursa za suočavanje sa stresnim situacijama
Get PDFПредмет овог истраживања био је суочавање родитеља са сазнањем да дете има фактор и/или симптом ризика. Испитивање је обављено на узорку од 52 испитаника, односно родитеља оба пола путем онлајн (online) упитника. За прикупљање података о родитељима коришћен је анкетни лист о социо-демографским подацима, док је за суочавање са стресном ситуацијом коришћена скала - Преглед понашања родитеља у превазилажењу здравствених проблема у породици. Истраживањем је показано да не постоји статистички значајна разлика у суочавању са стресним ситуацијама у односу на пол, узраст, образовање, брачни статус, подршку партнера и број деце, али статистички значајна разлика постоји између испитаника који имају децу са фактором ризика и испитаника који имају децу са симптомом ризика. Тврдња (понашање) са којом су испитаници показали највећи степен слагања је „Посветити се свом детету“, док тврдња (понашање) са којим су испитаници показали најмањи степен слагања је „Веровање у Бога“ и „ Веровање да медицинска установа/болница ради оно што је за моје дете најбоље“.The subject of this research was confronting parents with the knowledge that a child has a factor and/or symptom of risk. The survey was conducted on a sample of 52 respodents, that is, parents of both sexes, through an online questionnaire. The Socio-demographic Survey Sheet was used to collect parent`s data, while the Coping Health Inventory for parents scale was used to cope with the stressful situation. The study found that there was no statistically significant difference in dealing with stressful situations concering gender, age, education, marital status, partner support and number of children, but a statistically significant difference existed between respodents who have children with risk factors and the ones with children who have a symptom of risk. The statement (behavior) with which the respondents showed the highest degree of agreement is „Commit to your children“, while the statement (behavior) with which the respondents showed the least degree of agreement is „ Belief in God“ and „ Belief that the medical institution / hospital does what is best for child“
Uticaj porodice na ponašanje dece sa smetnjama i teškoćama u razvoju
Get PDFПородични фактори и васпитни стилови родитеља могу утицати на испољавање маладаптивног понашања код деце са сметњама у развоју. Циљ истраживања био је испитивање повезаности породичне кохезивности и адаптибилности и васпитних стилови родитеља са испољавањем агресивности код деце.За испитивање породичне кохезивности и адаптибилности коришћена је Скала породичне адаптибилности и кохезивности ( Family Adaptation and Cohesion Scales – FACES-III; Olson, 1991). Упитником за процену понашања и димензија родитељства (The Parenting Behaviours and Dimensions Questionnaire; Reid et al., 2015) испитани су родитељски васпитни стилови. За процену агресивности коришћена је Скала за процену дечије хостилности и агресивности – реактивне/проактивне (The Children's Scale of Hostility and Aggression – Reactive/Proactive; Farmer & Aman, 2009). Узорак је чинило 40 испитаника старости од осам до 18 година, од чега 20 (50%) испитаника са аутизмом и 20 (50%) испитаника са интелектуалним ометеношћу.
Резултати су показали да испитаници са аутизмом испољавају виши степен агресивности у односу на испитанике са интелектуалном ометеношћу. Испољавање агресивности у домену злостављања и физичког насиља је повезано са кажњавајућом и попустљивом родитељском дисциплином. Испољавање вербалне и прикривене агресивности је повезано са породичном кохезивношћу. Дискутовани су неадекватни васпитни стилови као фактор који доприноси агресивности.Parental factors and parenting behaviors may influence the manifestation of maladaptive behavior in children with disabilities. The aim of the study was to examine the relationship between family cohesiveness and adaptability and parental educational practices with the expression of aggression in children. The Family Adaptation and Cohesion Scales (FACES-III; Olson, 1991) was used to examine family cohesiveness and adaptability. The Parenting Behaviors and Dimensions Questionnaire (Reid et al., 2015) examined the parenting behaviors and dimensions. The Children's Hostility and Aggression Scale - Reactive / Proactive (Farmer & Aman, 2009) was used to assess aggression. The sample consisted of 40 participants aged eight to18 years - 20 (50%) with autism and 20 (50%) with intellectual disability.
The results showed that participants with autism have higher levels of aggression than those with intellectual disability. Aggression in the domain of bulling and physical violence is associated with punishing and permising parenting discipline. The expression of verbal and covert aggression is associated with family cohesiveness. Inadequate educational practices are discussed as a contributing factor to aggression
International classroom studies of inclusive practices: Comparing teaching-learning processes
Get PDFIn B. Johnsen (Ed.), International Classroom Studies of Inclusive Practises : Comparing Teaching-Learning Processe
The advantages of bilingualism of deaf and hard of hearing children
Get PDFThe population of deaf and hard of hearing children is very heterogeneous and, because of this, the existence of different approaches is needed in education in order to meet their communication and educational needs successfully. Hearing and speech impairment leads to certain specificities and difficulties in the development of these children, which requires adequate methods and approaches in the process of rehabilitation and education, and great support and encouragement from the family, the preschool institution, the school and the environment.
Results of numerous studies indicate that the best approach in education, for most of the deaf children, is bilingualism, or bilingual approach. Bilingualism is knowledge and regular use of sign and spoken language in deaf and hard of hearing children. Bilingualism of the hearing is different from the bilingualism of the deaf. Bilingual normal hearing children, as well as deaf children, learn two languages. The difference is that they learn a second language through auditory means, in the same modality as a first language. Deaf children learn two languages in two modalities, which is considerably more complex.
The basic objective of the paper is to, by reviewing the available literature, point to what the advantages of bilingualism in deaf and hard of hearing children are. Bilingualism is an advantage to typically developing children; likewise, it is an advantage to children with permanent hearing loss, beyond the points raised earlier. Exposure to sign language does not hinder the development of spoken language or any other cognitive development; to the contrary, many cognitive, social, and educational benefits follow from bilingualism.In. G.Nedović & F.Eminović (Eds.), Approaches and Models in Special Education and Rehabilitation- Thematic Collection of International Importanc
Longitudinal Research of Motor Development - The Possibility of Applying Different Statistical Methods
Get PDFMotor development is a very complex process and two research designs are generally used to study it. These are cross-sectional studies and longitudinal studies. Longitudinal researches are very important because they allow us to identify cause and effect relationships between various factors that influence development. Also, by applying such designs, we discover the dynamics of the complexity of those relationships. This paper analyzes longitudinal researches of motor development with a focus on the application of different statistical methods in these studies. Partial research and the use of a statistical method without multifactorial data analysis are not sufficient to define the specificities and factors of motor development in children of typical development and in children with developmental disabilities. The choice of research design, along with the selection of adequate statistical methods and techniques for data processing, are of the exceptional importance, because this will produce valid results.In G. Nedović & F. Eminović (Eds.), Approaches and Models in Special Education and Rehabilitatio
Empathy and systemizing in preschool children
Get PDFUvod: Teorija empatičnosti i sistematičnosti posmatra empatičnost i sistematičnost
kao dve nezavisne dimenzije, čijim se ukrštanjem može dobiti pet kognitivnih profila
ili „tipova mozga”. Cilj: Cilј ovog istraživanja je da se kod dece predškolskog uzrasta
sagleda odnos između sposobnosti empatisanja i sistematizovanja, kao i polne razlike u
navedenim sposobnostima i tipovima mozga koji se određuju na osnovu tih sposobnosti.
Metode: Istraživanjem je obuhvaćen 71 ispitanik uzrasta od pet godina i šest meseci
do sedam godina. Empatičnost i sistematičnost procenjeni su korišćenjem dečjih verzija
skala za procenu koeficijenta empatičnosti i koeficijenta sistematičnosti (Children’s
versions of the Empathy Quotient – EQ-C and Systemizing Quotient – SQ-C, Auyeung
et al., 2009). Rezultati: Prema dobijenim rezultatima empatičnost i sistematičnost
bile su umereno povezane: ispitanici s višim koeficijentom empatičnosti imali su i
viši koeficijent sistematičnosti. Dečaci i devojčice nisu se razlikovali u procenjenim
sposobnostima. Jedini izuzetak predstavlјa razlika u skoru dobijena oduzimanjem
koeficijenta sistematičnosti i empatičnosti. Kod devojčica je, u proseku, empatičnost bila
bolјe razvijena od sistematičnosti, dok je kod dečaka uočen obrnut obrazac. Nije bilo
polnih razlika u distribuciji kognitivnih profila (tzv. tipova mozga) dobijenih na osnovu
pomenute razlike između sistematičnosti i empatičnosti. Zaključak: Rezultati našeg
istraživanja mogu poslužiti kao osnova za poređenje nekim budućim istraživanjima koja
bi obuhvatila decu tipičnog i atipičnog razvoja.
Klјučne reči: empatisanje, sistematizovanje,Introduction. The Empathizing-Systemizing theory sees empathy and systemizing as
two independent dimensions, which can be used for classification into five cognitive
profiles or „brain types”. Objective. The aim of this research was to determine the
relationship between empathy and systemizing in preschool children, and to determine
gender differences in these abilities and brain types. Method. The sample consisted of
71 children from 5/6 to 7 years of age. Children’s versions of the Empathy Quotient
– EQ-C and Systemizing Quotient SQ-C (Auyeung et al., 2009) were used to assess
empathy and systemizing. Results. According to our results, empathy and systemizing were moderately correlated: participants with higher empathy quotient also had a higher
systemizing quotient. There were no gender differences in the assessed abilities. The
only exception is the difference in the score calculated by subtracting systemizing and
empathy quotient. On average, girls had the empathy quotient higher than the systemizing
quotient, while boys showed the opposite pattern. There were no gender differences in the
distribution of cognitive profiles („brain types”) based on the aforementioned difference
between systemizing and empathy. Conclusion. The results of this study may be used as
baseline for comparison in future studies that would examine typically and atypically
developing children
The relationship between stigma, personality, and quality of life of parents of children with autism spectrum disorder and physical
Get PDFOsnovni cilj studije je utvrditi značaj povezanosti i prediktivnog uticaja različitih tipova stigme i crta ličnosti roditelja dece sa poremećajem iz spektra autizma i dece sa motoričkim poremećajima na kvalitet njihovog života, kao i ispitati ove koncepte u odnosu na dijagnozu deteta.Prigodan uzorak obuhvatio je 152 roditelja sa teritorije Republike Srbije; 42 roditelja deteta sa motoričkim poremećajima, 40 deteta sa poremećajem iz spektra autizma i 70 deteta tipičnog razvoja. U istraživanju je korišćeno jedanaest instrumenata.Rezultati istraživanja pokazali su da su roditelji dece sa poremećajem iz spektra autizma saopštili viši stepen samostigme, opažene stigme i doživljene stigme u odnosu na roditelje dece sa motoričkim poremećajima. Nadalje, roditelji dece sa razvojnom ometenošću bili su manje zadovoljni kvalitetom života nego roditelji dece tipičnog razvoja. Utvrđeno je da internalizacija stigme ne zavisi samo od opažene stigme, već da su u ovaj proces uključeni doživljena stigma i neuroticizam. Dodatno, pokazano je da je samopoštovanje medijator između samostigme i osnaživanja. Poslednje, kvalitet života je bio negativno pogođen samostigmom, doživljenom i opaženom stigmom, dečjim problematičnim ponašanjem kao i neuroticizmom, dok su pozitivan efekat imali samopoštovanje i osnaživanje.Rezultati ove disertacije ukazuju da je neophodno primeniti holistički pristup ne bi li se poboljšao kvalitet života, odnosno, uključiti u tretman i dete i roditelje. Poslednje, većina roditelja je istakla pozitivne promene kao posledicu roditeljstva i brige o detetu sa razvojnom ometenošću, što ukazuje na to da je njihovo roditeljstvo ispunjeno ljubavljuThe main aim of the present study was to examine the association and the predictive effects of different types of stigma and personality traits of parents of children with autism spectrum disorder and children with physical disabilities on their quality of life, and explore these concepts in relation to the child’s diagnosis.The convenience sample consisted of 152 parents from the Republic of Serbia; 42 parents had a child with physical disabilities, 40 had a child with autism spectrum disorder, and 70 had a typically developing child. Eleven instruments were used in the study.The results of this study showed that parents of children with autism spectrum disorders reported higher levels of self-stigma, experienced stigma and perceived stigma than parents of children with physical disabilities. Parents of children with developmental disabilities were less satisfied with the quality of life compared to parents of typically developing children. Furthermore, internalization of stigma depended not only on perceived stigma, but that experienced stigma and neuroticism were involved in this process. Additionally, self-esteem was found to be a mediator between self-stigma and empowerment. Lastly, the quality of life of parents of children with disabilities was negatively affected by self-stigma, experienced and perceived stigma, children's problem behavior as well as neuroticism, while self-esteem and empowerment had a positive effect.The results of present dissertation imply that in order to improve parental quality of life, we need to apply a holistic approach and include both child and parents into therapy. Finally, the majority of parents highlighted the positive changes they experienced as a consequence of caring for a child with developmental disabilities, indicating that their parenting experiences are filled with lov
Behavioral characteristic of deaf and hard of hearing students and students of typical development in the educational process
Get PDFIntroduction. In addition to family, school has an irreplaceable role in the development and behavior of children, because it it is a place of social interaction between students, students and teachers, as well as other adults, which differs significantly from the interaction within immediate and extended family. Objectives. This research aimed to determine and describe the behavior of deaf and hard of hearing children and children of typical development in different school situations. Methods. The sample consisted of 52 lower elementary school students, 7 to 11 years of age, divided into two groups - group A with 26 deaf and hard of hearing students, and group B with 26 students of typical development. With regard to gender, the sample consisted of 34 (65.4%) male students and 18 (34.6%) female students. The Questionnaire for assessing the behavior of younger school children was used in this research. Results. The results of the research showed that there were statistically significant differences between deaf and hard of hearing students and students of typical development in class behavior: with regard to the place where they sat (ch2 = 19.57, df = 8, rc = .52, p = .01), and attention during lessons (ch2 = 16.70, df = 8, rc = .49, p = .03); during recess: with regard to playing (ch2 = 20.13, df = 8, rc = .52, p = .01); or with regard to authority: when they addressed teachers (ch2 = 7.06, df = 8, rc = .49, p = .03), received orders (ch2 = 27.58, df = 8, rc = .58, p = .001) and praise (ch2 = 27.84, df = 8, rc = .59, p = .001). Age, gender, school success, and the type of amplification in deaf and hard of hearing students did not prove to be factors that significantly affected student behavior. Conclusion. More extensive research on personal (degree of hearing loss, language competence), family (parent-child dyad) and social factors (inclusive and non-inclusive education), would explain some of the unknowns related to the behavior of deaf and hard of hearing students.Uvod: Pored porodice, škola ima nezamenjivu ulogu u razvoju i ponašanju dece jer se u njoj ostvaruje značajan deo socijalnih interakcija između samih učenika, učenika i nastavnika, kao i drugih odraslih osoba, koje se bitno razlikuju od interakcija koje dete ostvaruje u okviru uže i šire porodice. Cilj: Cilj istraživanja je bio da se utvrdi i opiše ponašanje gluve i nagluve dece i dece tipičnog razvoja u različitim školskim situacijama. Metode: Uzorak je činilo 52 učenika nižih razreda osnovne škole uzrasta od 7 do 11 godina, podeljenih u dve grupe - grupu A, sa 26 gluvih i nagluvih i grupu B, sa 26 učenika tipičnog razvoja. Polnu strukturu uzorka činilo je 34 (65.4%) učenika muškog i 18 (34.6%) učenika ženskog pola. U istraživanju je korišćen Upitnik za procenu ponašanja dece mlađeg školskog uzrasta. Rezultati: Rezultati istraživanja pokazali su da postoje statistički značajne razlike između gluvih i nagluvih i učenika tipičnog razvoja u ponašanju na času: u odnosu na mesto gde sede (ch2 = 19.57, df = 8, rc = .52, p = .01) i pažnju na času (ch2 = 16.70, df = 8, rc = .49, p = .03); na odmoru - u odnosu na igru (ch2 = 20.13, df = 8, rc = .52, p = .01) i u odnosu na autoritet - kada se obraćaju nastavniku (ch2 = 7.06, df = 8, rc = .49, p = .03), u odnosu na naloge (ch2 = 27.58, df = 8, rc = .58, p = .001) i u odnosu na pohvale (ch2 = 27.84, df = 8, rc = .59, = .001). Uzrast, pol, školski uspeh i tip amplifkacije kod gluvih i nagluvih učenika nisu se pokazali kao faktori koji u značajnoj meri utiču na ponašanje učenika. Zaključak: Istraživanje širih razmera, sagledavanje ličnih (stepen oštećenja sluha, jezičke kompetencije), porodičnih (dijada roditelj-dete) i društvenih faktora (inkluzivni i neinkluzivni uslovi obrazovanja) rasvetlilo bi se neke od nepoznanica vezanih za ponašanje gluvih i nagluvih učenika