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Attitudes of special education and rehabilitation students and students of other faculties towards persons with visual impairment
Get PDFIn this work we present the attitudes
toward persons with visual impairments among students of special education
and rehabilitation – visual impairment module, and among students of other study
programmes in Belgrade University. The
sample consists of 69 male and 44 female
students. Among them, 19 (16.8%) study
mathematics and natural science, 26 (23%)
technology, 37 (32.7%) social science and
humanities, 15 (13.3%) medicine, and 16
(14.2%) special education and rehabilitation.
A modified version of a Questionnaire for
assessment of youth attitudes towards the
disabled that consists of 3 subscales (SS1,
SS2, SS3), and 25 items, was used. It is
analysed whether gender, study area, level
of study and frequency of contact impact
the attitudes toward visually impaired. Data also points out a lack of contact with visually
impaired persons among students of special
education and rehabilitation, since 87.5% of
them report never meeting a person with
visual impairment.U ovom radu ispitivani su stavovi studenata specijalne edukacije i rehabilitacije u oblasti smetnji i poremećaja vida i studenata različitih fakulteta Beogradskog univerziteta prema osobama sa oštećenjem vida (OV). Uzorak je činilo 69 studenata i 44 studentkinje. Od toga, 19 (16,8%) iz prirod- no-matematičkih oblasti, 26 (23%) tehničko-tehnoloških nauka, 37 (32,7%) društveno-humanističkih, 15 (13,3%) medicinskih i 16 (14,2%) Fakulteta za specijalnu edukaciju i rehabilitaciju. Za potrebe prikupljanja podataka korišćena je modifikovana verzija Upitnika za procjenu stavova mladih prema osobama sa tjelesnim invaliditetom, koju čine tri subskale (CC1, CC2, CC3), sa ukupno 25 pitanja. Analizirano je da li pol, oblast studiranja i vrsta kontak- ta sa osobama sa OV utiče na stavove prema ovoj populaciji. U odnosu na vrstu kontakta sa osobama sa OV, rezultati jednofaktorske analize varijanse su po- kazali da među grupama ispitanika postoje statistički značajne razlike, kako na subskalama kognitivnih, na SS1 F(4, 108) = 2,39, p < 0,05 i SS2 F(4, 108) = 5,39, p < 0,01, tako i na subskali afektivne komponente stava SS3 F(4, 108) = 7,49, p < 0,01. Istraživanje je ukazalo i na to da značajan broj studenata tiflologije koji su obuhvaćeni ovim istraživanjem (87,5%) još nije bio u prilici da bude u kontaktu sa slepom ili slabovidom osobom
Emotional problems and behavioral disorders in people who stutter
Get PDFStuttering is a condition that manifests itself in a disorder of all forms of speech fluency, ie. in a disorder of the rhythm and tempo of speech that occurs due to airflow blockage and fear of speech. The incidence of stuttering is estimated to be approximately 4-5% and
the prevalence 1%, with the prevalence of stuttering varying depending on the patient’s recovery. Stuttering is of a multidimensional character, for the origin and development of which several factors are responsible at the same time.
People who stutter are at greater risk of developing psychological, emotional, and behavioral problems. Recurrence of negative interactions in childhood, a person who stutters and who is vulnerable and a stressor from the environment, can contribute to personality disorder in adolescence.
People who stutter are considered a risk group for anxiety disorder and depression. Social anxiety can be manifested by physical phenomena such as sweating, palpitations, tics, air loss that can disrupt the daily
functioning of a stuttering person.
Stuttering in adults is often associated
with personality disorders, mental health disorders and certain personality traits such as neuroticism. These people are more prone to irrational ideas, have less control over their impulses and have weaker capacities to overcome stress.Mucanje je stanje koje se ispoljava u poremećaju svih oblika fluentnosti govora, tj. u poremećaju ritma i tempa govora koji nastaje usled blokiranja vazdušne struje i straha od govora. Procenjuje se da incidenca mucanja približno iznosi 4-5%, a prevalenca 1%, pri čemu prevalenca mucanja varira u zavisnosti od opo- ravka pacijenata. Mucanje je multidimenzionalnog karaktera, za čiji nastanak i razvoj je odgovorno više faktora istovremeno. Osobe koje mucaju izložene su većem riziku razvoja psiholoških, emocional- nih problema i problema u ponašanju. Ponavljanje negativnih interakcija u detinjstvu, osobe koja muca i koja je ranjiva i stresora iz okoline, može dopri- neti poremećaju ličnosti u adolescentnom dobu. Osobe koje mucaju smatraju se rizičnom grupom za pojavu anksioznog poremećaja i depresije. Socijalna anksioznost se može ispoljiti fizičkim pojavama kao što su znojenje, lupanje srca, tikovi, gubitak vazduha koji mogu narušiti sva- kodnevno funkcionisanje osobe koja muca. Mucanje kod odraslih često je povezano sa poremećajima ličnosti, poremećajima mentalnog zdavlja i određenim osobinama ličnosti poput neuroticizma. Ove osobe više su sklone iracionalnim idejama, slabije kontrolišu svoje impulse i imaju slabije kapacitete za prevladavanje stresa
The importance of mindfulness techniques of self-regulation of attention in children with intellectual disabilities
Get PDFThe use of mindfulness techniques for self-
regulation of attention is a relatively new area of interest of experts of various profiles. The application of this technique in people with intellectual disabilities (ID) has hardly
been the subject of interest of domestic authors, and the number of studies published worldwide is also still negligible The aim of this paper, based on a review of published studies, is to present different approaches and the significance of applying mindfulness techniques of self-regulation of attention in people with ID and children of typical development.
Differences in the way of designing mindfulness approaches have led to the expansion of the framework of application of mindfulness techniques of self-regulation of attention both in work with children with ID, as well as in interventions intended for children of the typical population. The
content of intervention programmes, which are based on exercises of focusing attention on breathing, is enriched with visualisation, self-instructiing, yoga, exercises of focusing and maintaining attention to movement, body posture, visual, auditory, olfactory, gustatory and tactile stimuli.Upotreba majndfulnes tehnika za samoregulaciju pažnje je relativno nova oblast interesovanja stručnjaka različitih profila. Primena ove tehni- ke kod osoba sa intelektualnom ometenošću (IO) gotovo da nije bila pred- met interesovanja domaćih autora, a broj istraživanja objavljenih u svetu je takođe još uvek zanemarljiv. Cilj ovog rada je da se, na osnovu pregleda publikovanih studija, prikažu razli- čiti pristupi i značaj primene majndfulnes tehnika samoregulacije pažnje kod osoba sa IO i dece tipičnog razvoja. Razlike u načinu koncipiranja majndfulnes pristupa dovele su do širenja ok- vira primene majndfulnes tehnika samoregulacije pažnje kako u radu sa decom sa IO, tako i u intervencijama namenjenim deci tipične populacije. Sadržaj intervencionih programa koji su zasnovani na vežbama usmeravanja pažnje na disanje, obogaćeni su vizuelizacijom, davanjem samoinstrukcija, jogom, vežbama usmeravanja i održavanja pažnje na pokret, položaj tela, vizuelne, auditivne, olfaktorne, gustativne i taktilne stimuluse
Аssessment of social skills of children with intellectual disabilities – application of rating scales
Get PDFDeca s intelektualnom ometenoš"u ispoljavaju širok spektar problema u
socijalnom ponašanju koji se mogu manifestovati u vidu de#cita socijalnih
veština i bihevioralnih ekscesa. Rejting skale predstavljaju jednu od osnovnih
i esto koriš"enih metoda pri proceni i kategorizaciji ponašanja dece i
adolescenata, kao i identi#kaciji ciljnog ponašanja i planiranju intervencije.
Cilj rada je da se prikažu skale koje su koriš"ene za procenu socijalnih veština
dece i mladih s intelektualnom ometenoš"u..
Pretraga literature izvršena je koriš"enjem elektronskih baza podataka
dostupnih preko Konzorcijuma biblioteka Srbije za objedinjenu nabavku,
zatim Google Scholar, elektronske baze zbornika i asopisa Fakulteta za
specijalnu edukaciju i rehabilitaciju Univerziteta u Beogradu, kao i drugih
elektronskih pretraživaa i materijala dostupnih u papirnoj formi.
U radu je prikazano nekoliko skala koje su primenjivane kod dece i mladih s
intelektualnom ometenoš"u, ali je samo mali broj kreiran speci#no za procenu
socijalnih veština u ovoj populaciji. Prikazane skale se razlikuju po strukturi
i broju ajtema, naite informante i
omogu"avaju procenu u jednom ili više okruženja. Me&utim, one dele neke
zajednike prednosti koje se ogledaju u dobrim psihometrijskim karakteristikama,
lakoj administraciji i relativno kratkom vremenu popunjavanja.Osim toga, pojedini instrumenti omogu"avaju, pored procene socijalnih
veština i bihevioralnih problema, procenu akademskog funkcionisanja. S
druge strane, potencijalni nedostaci mogu biti pristrasnost odgovora, nedovoljna
osetljivost na male promene u ponašanju, nemogu"nost odre&ivanja
prethodnika i posledica odre&enog ponašanja, problemi s pouzdanoš"u izme
&u razliitih procenjivaitih perioda procenjivanja, kao i
nedostatak precizne terminologije.
Ako se uzmu u obzir navedeni nedostaci, preporuka je da se prilikom procene
socijalnih veština rejting skale koriste u kombinaciji s drugim metodama
procene kako bi se dobio sveobuhvatniji i objektivniji uvid u socijalno funkcionisanje
dece i mladih s intelektualnom ometenoš"u.Children with intellectual disabilities exhibit a wide range of social behavior
problems that can manifest in the form of social skills decation of target behavior and intervention planning.
Te aim of the paper is to present the scales that have, to a greater or lesser
extent, been used for the percentage of social skills of children and youth with
intellectual disabilities.
Te literature search was performed using electronic databases available
through the Consortium of Libraries of Serbia for Unically for the assessment of social skills in this population. Te scales shown
diWer in the structure and number of items, the method of evaluation, as well as
the age range of children and young people for whom they are intended. Some
of the scales have forms for diWerent informants and allow assessment in one or
more environments. However, they share some common advantages which are
re0ected in good psychometric characteristics, easy administration and relatively
short $lling time. In addition, some instruments allow, in addition to assessing
social skills and behavioral problems, an assessment of academic functioning.
On the other hand, potential shortcomings may be response bias, insuXcient
sensitivity to small behavioral changes, inability to determine antecedents
and consequences of certain behaviors, reliability problems between diWerent
assessors and during diWerent assessment periods, and lack of precise terminology.
If the above shortcomings are taken into account, it is recommended that when
assessing social skills, rating scales be used in combination with other assessment
methods in order to obtain a more comprehensive and objective insight into the
social functioning of children and youth with intellectual disabilities
Verbal expression of features in partially and Completely deaf children
Get PDFThe verbal communication of partially and completely deaf persons is
specific. In the verbal expression of partially and completely deaf children,
adjectives are a particular problem. Adjectives express abstract features, which
is why partially and completely deaf children later adopt and specifically use
this type of word.
Research aim was to estimate the difference in use of adjectives types in
partially and completely deaf children and typically developing children.
The study included 130 children of both sexes, average intellectual abilities
and without additional impairments. All children attended higher classes
of elementary school. Sample was divided into two experimental groups
(E and E1) and one control group (C). All students in E and E1 group have
hearing impairment more than 70 dB. The E group consisted of 40 children
who attended schools for hearing impaired children in Serbia. The E1 group
consisted of 10 children who attended schools for the typically developing
children in Serbia. The C group consisted of 80 typically developing children
from Belgrade.
A special protocol for data collection was constructed. In addition to this
protocol, predefined topics for writing four compositions of different genres
were used: narrative, descriptive, exposition and argumentative.
Obtained data were processed using the statistical package SAS 9.3, and a
qualitative analysis of the material was done. Research results are presented in
tabular form and then discussed.
Research results suggest that partially and completely deaf children who
attend schools for hearing impaired children, during sentence construction
used statistically significant less different adjectives in relation to partially
and completely deaf children who attend schools for the typically developing
children, but in relation to typically developing children.
Partially and completely deaf children who attend schools for the typically
developing children showed the best results between all three groups of
examined children. Their results regarding the use of different types of adjectives are qualitatively much more similar to those of children with
typical language development than to their peers from schools for hearing
impaired children.
Within all three study groups, significant individual differences were
observed between children.
Agrammatic constructs and meaningless lexemes appeared in large
percent in children from schools for hearing impaired children, which was
not the case in the group of partially and completely deaf children who attend
schools for the typically developing children.Verbalna komunikacija gluvih i nagluvih osoba je specifična. U ver- balnom izražavanju gluve i nagluve dece pridevi predstavljaju poseban problem. Pridevima se izražavaju apstraktne osobine, pa zato gluva i nagluva deca ovu vrstu reči kasnije usvajaju i specifično upotrebljavaju. Cilj rada bio je da se utvrdi razlika u upotrebi pojedinih vrsta prideva kod gluve i nagluve dece i kod dece tipičnog jezičkog razvoja. Uzorak istraživanja činilo je 130 učenika V, VI, VII i VIII razreda, oba pola, prosečnih intelektualnih sposobnosti. Uzorak je podeljen u dve eksperimentalne (E i E1) i jednu kontrolnu (K) grupu. Svi ispita- nici iz E i E1 grupe imali su oštećenje sluha od preko 70 dB. E grupa je obuhvatila 40 učenika koji su pohađali škole za gluvu i nagluvu decu u Srbiji. E1 grupu činilo je 10 učenika koji su pohađali škole za decu tipičnog razvoja u Srbiji. Kao kontrolna grupa ispitano je 80 učenika tipičnog razvoja. Za prikupljanje podataka koristili smo protokol konstruisan za potrebe ovog istraživanja i teme za pisanje sastava različitih ža- nrova – narativ, deskripcija, ekspozicija i argumentativ. Podaci dobijeni istraživanjem obrađeni su pomoću statistič- kog paketa SAS 9.3, a urađena je i kvalitativna analiza materija- la. Rezultati istraživanja prikazani su tabelarno, a zatim su i diskutovani. Rezultati istraživanja govore da su deca koja pohađaju škole za gluve i nagluve prilikom formiranja iskaza upotrebila bitno manje različi- tih vrsta prideva u odnosu na gluvu i nagluvu decu koja pohađaju škole za decu tipičnog razvoja, ali i u odnosu na decu tipičnog jezičkog razvoja. Gluva i nagluva deca iz škola za decu tipičnog razvoja pokazala su ubedljivo najbolje rezultate u okviru sve tri ispitivane grupe dece. Njihovi rezultati u upotrebi različitih vrsta prideva su kvalita- tivno mnogo sličniji rezultatima dece tipičnog jezičkog razvoja, nego rezultatima njihovih vršnjaka iz škola za gluve i nagluve. U okviru sve tri ispitivane grupe zabeležene su i velike individu- alne razlike između dece.U okviru sve tri ispitivane grupe zabeležene su i velike individualne razlike između dece.Agramatične konstrukcije i besmislene lekseme pojavile su se u velikom procentu kod dece iz škola za gluve i nagluve, što nije bio slučaj u grupi gluve i nagluve dece koja pohađaju škole za decu tipičnog razvoja
Analysis of pragmatic abilities in school children
Get PDFCommunicative functions are abstract units that reflect the speaker's communicative intent. They involve motivation, aims and objectives that one wishes to achieve by communicating with other. Conversational abilities refer to the subject's capacity for participating on an interactive sequence of speech acts which aims the communicative interchange. Pragmatic language ability refers to the ability to use language in a social context. Methods: participants of this study were 40 children, with ages between 7 and 12 years, who attended primary school. The aim of this research was to investigate pragmatic ability in school age children and to compare pragmatic abilities in relation to age, intelligence and social experience. For testing, we used the Test of Pragmatic Language-TOPL (Diana Phelps -Terasaki & Phelps-Gunn Trisha). Results: The results showed that the intelligence quotient is directly related to the achievements of the pragmatic language test, there are significant differences in the achievements of children in relation to the education of their parents too. Conclusion: these results confirm the assumption of intelligence as basic ability and relatively reliable predictive factor in the development of pragmatic skills as well as the children whose parents have higher education have more stimulating speech and language backgrounds and diverse cultural-sociological models of communication
Characteristics of certain aspects of social participation of persons with rheumatoid arthritis
Get PDFPatients with rheumatoid arthritis have noticed the change in their lives, in domains of physical health, in their independence degree, in their participation in everyday life and in their ability to work. These patients daily encounter the characteristic symptoms of damage caused by arthritis, as well as the impact of the disease on socioeconomic status, employment and life habits. The onset ofsymptoms in rheumatoid arthritis is characteristic for a life period when a person is expected to be very engaged in his/her workplace, family environment, leisure activities, as well as in developing social contacts and social participation.
The aim of this research is to evaluate characteristics of certain aspects of social participation of persons with rheumatoid arthritis, by determining the importance of participation in diverse roles and the effects of restrictions in role participation, comparing the group of rheumatoid arthritis patients with the control group from general population. The sample consisted of 28 subjects with rheumatoid arthritis and 37 subjects from the control group. The study groups did not differ in gender, age, place of residence, educational, work, family and marital status and in the level of physical activity. In order to determine the importance of participation in diverse roles and the effects of restrictions in role participation the Importance of Participation in Diverse Roles and Restrictions in Role Participation Subscales within the Modified Social Role Participation Questionnaire, (Modif.SRPQ, Gignac et al., 2011)were used. The Importance of Participation in Diverse Roles Subscale in our research had a satisfactory [Cronbach’s alpha coefficient was 0.71), and the Restrictions in Role Participation Subscale had good internal consistency [Cronbach’s alpha coefficient was 0.86).
The results obtained in this study show that there are no statistically significant differences in the perception of the importance of participation and the participation in diverse roles between persons with rheumatoid arthritis and the control group persons, except in the domain of offspring relationships, where the significance of these relationships is lower in persons with rheumatoid arthritis than in persons from the general population. However, the importance of restrictions in diverse role participation is statistically significantly more pronounced in the group ofrheumatoid arthritis subjects in the domains of hobbies, in community activities, social events, travel and vacations, daily contacts, but also in overall community activities. Thus, physical restrictions significantly limit the social participation of persons with rheumatoid arthritis. Regarding the association between demographic variables and the participation of persons with rheumatoid arthritis in diverse roles, the presence of restrictions associated with increased unemployment, i.e. decreased work engagement, was shown to be more frequent, while other variables were not related to the achievement of the subjects in the Importance of Participation in Diverse Roles and Restrictions in Role Participation Subscales.
The findings of this research may be of use to practitioners working directly with people with RA in the rehabilitation process. On the other hand, these findings could serve as a starting point for future studies focusing on the issue of social participation for persons with RA
Television series as a means of motivation and inspiration For the study of medicine in a professional and General information context
Get PDFIgrane televizijske serije koje se bave medicinskom tematikom postaju sve popularnije u savremenom društvu. Svojom dinamikom, dramaturgijom i uzbudljivim situacijama, koje kulminiraju iz epizode u epizodu, predstavljaju
jedinstvenu priliku da zadovolje potrebu gledalaca za saznavanjem novih
informacija o prevenciji, lečenju i lekarskim procedurama. Atraktivan prikaz
sadržaja i interakcije glavnih aktera dodatna su dimenzija ilustracije međuljudskih odnosa, iz koje publika itekako može da nauči kako da bolje razume
drugu stranu i da intenzivnije i odgovornije participira u okolnostima vezanim
za medicinske teme i situacije u kojima svaki pojedinac može da se zadesi ili se
već zadesio. Uprkos realnoj opasnosti od olakog shvatanja prikazanih simptoma i procedura lečenja, koji su donekle idealizovani, simplifkovani i modelovani u pokazne svrhe, uz adekvatan nivo zadržavanja kritičkog mišljenja i odgovornog rasuđivanja, ovakve televizijske serije predstavljaju veoma značajan
kanal masovnog edukovanja stanovništva o medicini, ali i faktor motivacije
za one koji žele da započnu ili već izučavaju medicinu na akademskom nivou.
Cilj ovog rada je da ukaže na mogućnosti korišćenja medicinskih televizijskih
serija u edukaciji opšte populacije, ali i budućih stručnjaka u oblasti medicine,
kako o različitim medicinskim procedurama, tako i o sumptomima različitih
oboljenja. Izvršena je komparativna analiza sadržaja nekih od najgledanijih i
najuticajnijih serija sa medicinskom tematikom sa realnim medcinskim podacima i rezultati analize su predstavljeni u radu.Feature television series which deal with medical topics are becoming
increasingly popular in modern society. With their dynamics, dramaturgy and
exciting situations, which culminate from episode to episode, they represent a
unique opportunity to satisfy the viewers’ need to learn new information about
prevention, treatment and medical procedures. An atractive presentation of the
content and interaction of the main actors are an additional dimension of the
illustration of interpersonal relationships, from which the audience can learn
how to beter understand the other side and participate more intensively and
responsibly in circumstances related to medical topics and situations in which
each individual may occur or has already occured. Despite the real danger of
easy understanding of the presented symptoms and treatment procedures,
which are somewhat idealized, simplifed and modeled for demonstration
purposes, with an adequate level of critical thinking and responsible reasoning,
such television series represent a very important channel of improving mass
education on medicine. At the same time, they also act as a factor of motivation
for those who want to start studying or already study medicine at the academic
level. Te aim of this paper is to point out the possibilities of using medical
television series in the education of the general population, but also future
experts in the feld of medicine, both about diferent medical procedures and
about the symptoms of diferent diseases. Comparative analysis of the content
of some of the most watched and most infuential medical-themed series with
real medical data is the main method of this paper
Jezičke sposobnosti dece sa disleksijom
Get PDFЦиљ овог рада је приказ различитих истраживања која обрађују тему језичких способности деце са дислексијом. У уводном делу рада, објашњени су основни појмови, као и теоријска објашњења језичког развоја, развоја способности читања и дислексије на основу релевантне литературе. У главном делу, приказано је 11 истраживања која су се бавила разматрањем карактеристика језичког развоја и способности читања деце типичне популације и деце предшколског узраста са присуством дислексије у породици, а која су касније добила дијагнозу дислексије, као и деце раног школског узраста која су дијагностикована као дислексична.
Деца са дислексијом представљају хетерогену групу у погледу језичких способности. Истраживања су показала да ова деца показују различите сметње у језичким способностима, као што су фонолошки дефицити, односно дефицит разумевања риме, сегментације и манипулације фонемама, као и морфолошке, лексичко- сематичке и синтаксичке дефиците. Добијени резултати указују на значај процене језичких способности код деце са сметњама у читању.The aim of this paper is to present various researches that deal with the topic of language abilities of children with dyslexia. In the introductory part of the paper, the basic concepts are explained, as well as theoretical explanations of language development, development of reading ability and dyslexia based on relevant literature. In the main part, 11 studies were presented that examined the differences in the characteristics of language development and reading ability of children of the typical population and preschool children with the presence of dyslexia in the family, who were later diagnosed with dyslexia, as well as children of early school age. diagnosed as dyslexic.
Children with dyslexia represent a heterogeneous group in terms of language abilities.
Research has shown that these children show various impairments in language abilities. The authors note phonological disturbances, that is, the deficit of rhyme processing, segmentation and manipulation of phonemes, as well as morphological, lexical- semantic and syntactic deficits. These findings indicate the importance of language assessment in the assessment and diagnosis of children with reading disabilities
Direktna opservacija u proceni socijalnog ponašanja dece i mladih sa intelektualnom ometenošću
Get PDFСоцијално понашање се генерално може поделити на социјалне вештине и бихевиоралне проблеме са социјалним импликацијама. Тешкоће у социјалном функционисању представљају једну од дефинишућих карактеристика интелектуалне ометености (ИО). Циљ овог рада јесте да се прегледом литературе прикаже примена директне опсервације у процени понашања код деце и младих са интелектуалном ометеношћу. Информације у вези примене директне опсервације су прикупљане прегледом доступних материјала преко електронских претраживача и база података. Дати преглед истраживања упућује на то да је директна опсервација примењивана код деце и младих са ИО за процену релативно широког спектра социјалног понашања (вербалног и невербалног, одговарајућег и неодговарајућег) у различитим контекстима (кућа, школа, институција). Иако је најчешће примењивана натуралистичка опсервација, у мањем броју радова приказана је примена аналогног посматрања (играња улога), при чему је указано на ограничења овог вида процене посебно код тежих облика ИО. Процена путем посматрања, посебно код деце са интелектуалном ометеношћу, даје корисне информације о понашању, може идентификовати децу са лошијим социјалним вештинама, могу се испитати вршњачки односи и прихваћеност од стране вршњака у инклузивним условима, доприноси креирању адекватног третмана, али има користи и у праћењу ефикасности истог.Social behavior in general can be divided in social skills and behavioral issues with social implications.
Dificulties in social functioning are one of the defining characteristics of intellectual disabilities. Goal of this work is that with the examination of literature shows application of direct opservation in account behavior within children and adolescents with intellectual disabilities. Information about application of direct opservation are gathered with the examination available materials on electronic browsers and data bases. The given overview of the research is applied to the fact that direct observation was applied to children and youth with intellectual disabilities in the percentage of relatively wide range of social behavior (verbal and non-verbal, appropriate and inappropriate) in different contex (home, school and institution). Altrought naturalistic observation was most often used, a small number of papers presented the application of analog observation (role-play), pointing out the limitations of this type of assessment, especially in more severe forms of intellectual disabilities. Evaluation with opservation of children with intellectual disabilities provides useful informations about behavior, can indentify children with poor social skills, peer relationships and peer acceptance in inclusive settings can be examined, contribute creating treatment, and has usefulness in monitoring of efficiency of the same