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Relation between self-determination and social skills in people with mild and moderate intellectual disability
Get PDFIntroduction. Self-determination of people with intellectual disability has been the subject of a large number of foreign studies in recent decades, while in our country this topic is insufficiently researched. Studies indicate that the manifestation of self-determined behavior can be influenced by various personal factors, including social skills. Objective. The aim of this study was to determine the significance of the relation between the level of self-determination in people with mild and moderate intellectual disability and their social skills. The sample included 128 subjects with mild and moderate intellectual disability, of both sexes, aged 21 to 58 years (M = 33.77, SD = 9.27). Methods. Self-determination was assessed using the Self-Determination Scale, while social skills data were collected using three subscales (the Socialization domain) of Vineland Adaptive Behavior Scale. Results. The results showed that persons with mild intellectual disability had a statistically significant higher overall level of self-determination and social skills, compared to persons with moderate intellectual disability. Statistically significant correlation between the level of self-determination and the level of social skills, observed through total scores on the used instruments, was found for the sub-sample of persons with moderate intellectual disability, but not for the sub-sample of persons with mild intellectual disability. Identified patterns of correlation between individual components of self-determination and domains of social skills indicated the specifics of the relation between these two concepts for each sub-sample. Conclusion. The obtained results indicate the need for detailed study of the levels and profiles of self-determination and social skills in persons with different levels of intellectual disability, as well as for careful interpretation of the correlation of the examined variables.Samoodređenje osoba sa intelektualnom ometenošću poslednjih decenija predstavlja predmet velikog broja inostranih studija, dok je u našoj sredini TA tema nedovoljno istražena. Studije ukazuju da na ispoljavanje samoodređenog ponašanja mogu uticati različiti personalni činioci, među kojima su i socijalne veštine. Cilj: Cilj ovog istraživanja bilo je utvrđivanje značajnosti povezanosti izmedu nivoa razvijenosti samoodređenja kod osoba s lakom i umerenom intelektualnom ometenošću i njihovih socijalnih veština. Metode: Uzorak je činilo 128 ispitanika s lakom i umerenom intelektualnom ometenošću, oba pola, starosti od 21 do 58 godina (AS = 33.77, SD = 9.27). Samoodređenje je ispitano primenom Skale samoodređenja, dok su podaci o socijalnim veštinama prikupljeni primenom tri podskale (domen Socijalizacija) Vinelandove skale adaptivnog ponašanja. Rezultati: Rezultati su pokazali da osobe s lakom intelektualnom ometenošću imaju statistički značajno viši ukupan nivo samoodređenja i socijalnih veština, u poređenju sa osobama s umerenom intelektualnom ometenošću. Statistički značajna povezanost između nivoa samoodređenja i nivoa socijalnih veština, posmatrana kroz ukupne skorove na primenjenim instrumentima, utvrđena je za poduzorak osoba s umerenom intelektualnom ometenošću, ali ne i za poduzorak osoba s lakom intelektualnom ometenošću. Utvrđeni obrasci povezanosti između pojedinih komponenata samoodređenja i domena socijalnih veština ukazali su na specifičnosti veze između ova dva koncepta za svaki od poduzoraka. Zaključak: Dobijeni rezultati upućuju na potrebu za detaljnim istraživanjem nivoa i profila samoodređenja i socijalnih veština kod osoba s različitim nivoom težine intelektualne ometenosti, kao i za pažljivim tumačenjem povezanosti ispitivanih varijabli
Osnovni modeli tretmana odraslih seksualnih prestupnika
Get PDFSexual delinquency is a worldwide problem that affects people of all social and cultural backgrounds, leaving many detrimental consequences for direct and indirect victims as well as the community. The socio-political reaction to sexual offending has changed throughout history. The initial reaction involved an extremely retributive approach, but the development and humanization of society forced the focus of treatment to expand to foster positive potential in the offender's personality and behavior. The main objective of this paper is to present the basic models of treatment of sex offenders that are supported by the research results: Relapse prevention model, Self-regulation model, Risk-needresponsivity model and Good lives model. The paper will also discuss the incidence of sexual delinquency in Serbia, as well as current findings in the field of sex offender assessment.Seksualno prestupništvo predstavlja svetski problem koji pogađa ljude svih društvenih i kulturnih slojeva, ostavljajući mnogobrojne štetne posledice po direktne i indirektne žrtve, ali i zajednicu u celini. Društveno-politička reakcija na seksualno prestupništvo menjala se kroz istoriju. Prvobitna reakcija podrazumevala je izuzetno retributivan pristup, ali su razvoj i humanizacija društva uticali da se fokus tretmana proširi na podsticanje pozitivnih potencijala u ličnosti i ponašanju prestupnika. Cilj ovog pregleda literature je prikaz osnovnih modela tretmana seksualnih prestupnika koji imaju potporu u rezultatima istraživanja. To su model prevencije relapsa, model samoregulacije, model rizika, potreba, responzisvnosti i model dobrog života. radu će biti prikazana i učestalost seksualnog prestupništva u Srbiji, kao i aktuelna saznanja u oblasti procene seksualnih prestupnika
Characteristics of adult people with fluency disorder
Get PDFThe aim of this study is to test the thesis that adults who stutter differ from those without this disorder by lower birth weight and
in terms of personality dimensions, as well as the assertion that prevalence of stuttering is far higher among males.Total sample
consisted of 108 subjects, aged 18 - 50, whereby subsamples consisted of 54 subjects, equaled in gender and age. The Personality
Inventory NEO PI_R (S/A form) was used to examine basic personality dimensions (Neuroticism, Extraversion, Openness,
Agreeableness and Conscientiousness). The correlation between the gender and stuttering has been established, but no differences
have been found between the birth weights or in terms of basic personality characteristics. Further examinations are needed but
such should be applied to larger representative samples, using more progressive data processing methodology.
Key words: fluency disorders, stuttering, personality dimensions, gender, birth weigh
People with physical disability in Serbia: Relationship between internalized stigma, experienced and anticipated discrimination, and empowerment
No full textThe aim of present study was to explore relationships between experienced and anticipated discrimination, internalized stigma, and empowerment among people with physical disabilities in Serbia. The convenience sample consisted of persons with different types of physical disabilities. The following scales were administrated: The Discrimination and Stigma Scale, the Internalized Stigma of Mental Illness Scale, and the Boston University Empowerment Scale. An analysis showed that internalized stigma was correlated with experienced and anticipated discrimination and empowerment, while no correlation was found between empowerment and discrimination. People with physical disabilities who experienced and anticipated discrimination are at higher risk of reporting internalized stigma
Safety and efficacy of adjunctive cenobamate (YKP3089) in patients with uncontrolled focal seizures: a multicentre, double-blind, randomised, placebo-controlled, dose-response trial
No full textBackground More than a third of patients with epilepsy are treatment resistant, and thus new, more effective therapies to achieve seizure freedom are needed. Cenobamate (YKP3089), an investigational antiepileptic drug, has shown broad-spectrum anticonvulsant activity in preclinical studies and seizure models. We aimed to evaluate the safety, efficacy, and tolerability of adjunctive cenobainate in patients with uncontrolled focal (partial)-onset epilepsy. Methods We did a multicentre, double-blind, randomised, placebo-controlled, dose-response study at 107 epilepsy and neurology centres in 16 countries. Adult patients (aged 18-70 years) with focal seizures despite treatment with 1-3 antiepileptic drugs were randomly assigned (1:1:1:1) via an interactive web response system, by block sizes of 4 within each country, to adjuvant once daily oral cenobamate at dose groups of 100 mg, 200 mg, or 400 mg, or placebo following an 8-week baseline assessment. Patients, investigators, and study personnel were masked to treatment assignment. The study included a 6-week titration phase and 12-week maintenance phase. The primary efficacy outcomes were percentage change in 28-day focal seizure frequency (focal aware motor, focal impaired awareness, or focal to bilateral tonic-clonic seizures) from baseline analysed in the modified intention-to-treat population (>= 1 dose and any post-baseline seizure data) and responder rates (a50% reduction) analysed in the maintenance phase population (>= 1 dose in the maintenance phase and any maintenance phase seizure data). The primary efficacy outcomes were analysed using a hierarchal step-down procedure comparing 200 mg versus placebo, 400 mg versus placebo, then 100 mg versus placebo. Safety and tolerability were compared descriptively across treatment groups for all randomised patients. This study is registered with ClinicalTrials.gov, number NCT01866111. Findings Between July 31, 2013, and June 22,2015,437 patients were randomly assigned to either placebo (n=108) or cenobamate 100 mg (n=108), 200 mg (n=110), or 400 mg (n=111). Of these patients, 434 (106 [98%] in placebo group, 108 [100%] in 100 mg group, 109 [99%] in 200 mg group, and 111 [100%] in 400 mg group) were included in the modified intention-to-treat population, and 397 (102 [94%] in placebo group, 102 [94%] in 100 mg group, 98 [89%] in 200 mg group, and 95 [86%] in 400 mg group) were included in the modified intention-to-treat maintenance phase population. Median percentage changes in seizure frequency were -24.0% (IQR -45.0 to -7.0%) for the placebo group compared with -35.5% (-62.5 to -15.0%; p=0.0071) for the 100 mg dose group, -55.0% (-73.0 to -23.0%; p lt 0.0001) for the 200 mg dose group, and -55.0% (-85.0 to -28.0%; p lt 0.0001) for the 400 mg dose group. Responder rates during the maintenance phase were 25% (26 of 102 patients) for the placebo group compared with 40% (41 of 102; odds ratio 1.97, 95% CI 1.08-3-56; p=0.0365) for the 100 mg dose group, 56% (55 of 98; 3.74, 2.06-6-80; p lt 0.0001) for the 200 mg dose group, and 64% (61 of 95; 5-24, 2-84-9-67; p lt 0.0001) for the 400 mg dose group. Treatment-emergent adverse events occurred in 76 (70%) of 108 patients in the placebo group, 70 (65%) of 108 in the 100 mg group, 84 (76%) of 110 in the 200 mg group, and 100 (90%) of 111 in the 400 mg group. Treatment-emergent adverse events led to discontinuation in five (5%) patients in the placebo group, 11(10%) in the 100 mg dose group, 15 (14%) in the 200 mg dose group, and 22 (20%) in the 400 mg dose group. One serious case of drug reaction with eosinophilia and systemic symptoms occurred in the 200 mg cenobamate group. No deaths were reported. Interpretation Adjunctive cenobamate reduced focal (partial)-onset seizure frequency, in a dose-related fashion. Treatment-emergent adverse events were most frequent in the highest dose group. Cenobamate appears to be an effective treatment option in patients with uncontrolled focal seizures
Theory of Lev Vygotsky as a Framework for Inclusive Education Research
Get PDFInclusive education practices are gaining in prominence in educational polices of many countries during the last decades since the Salamanca Statement in 1994. Parallel with that trend, a research field on factors contributing to inclusive education and its outcomes is expanding. However, this research field often lacks theoretical grounding. Theory of Lev Vygotsky is among theories of human development that has been mostly employed in this field of study. In the present chapter we review theoretical and empirical works that used theory of Vygotsky in the study of inclusive education. Next, we present findings of studies on the outcomes of inclusive education for students with special needs and for typically developing students in terms of academic achievement and development. Further, we relate the findings of these studies to the theory of Vygotsky. The review shows that theory of Vygotsky has been fruitful for investigating inclusive practice processes within a classroom. Further, it shows that lack of theoretical foundation of research on inclusive education which is characteristic for majority of studies in the field impairs meaningful interpretations of often inconsistent results. Further implementations of Vygotsky's theory would contribute to the development of this research field, and this, in turn, would contribute to further improvements in inclusive practice.Approaches and Models in Special Education and Rehabilitatio
Inclusive education in Serbia: Legislation and practice
Get PDFIn B. Johnsen (Ed.), International Classroom Studies of Inclusive Practises : Comparing Teaching-Learning Processe
Life imprisonment - general considerations and Comparаtive law review
Get PDFUvođenje kazne doživotnog zatvora u pozitivnopravni okvir Srbije
otvorilo je izvesna pitanja u vezi sa kriminalnopolitičkom opravdanošću
ove kazne, ali i u vezi sa usklađenošću ovakve krivične sankcije sa
međunarodnopravnim okvirom i pre svega Evropskom konvecijom o zaštiti
osnovnih ljudskih prava i sloboda. Stoga su izlaganja u radu posvećena
opštim razmatranjima o pojmu i prirodi kazne doživotnog zatvora, a potom i
uporednopravnim rešenjima koja su zastupljena u tom pogledu. Cilj rada jeste
da se ukaže na sličnosti i razlike koje postoje u zakonskim rešenjima Srbije
i drugih država, te da se odgovori na pitanje da li je i u kojoj meri zakonski
okvir u Srbiji usklađen sa relevantnim međunarodnim standardima.The introduction of the imprisonment for life in the positive legal framework
of Serbia has raised a number of questions regarding the criminal political
justification of this sentence, but also regarding the compliance of such a criminal
sanction with the international legal framework and above all regarding the
compliance with the European Convention on Human Rights (ECHR). Therefore, the
paper is devoted to general considerations about the concept and nature of the
sentence of life imprisonment and then to the overview of the comparative solutions
presented in this respect. The aim of the paper is to point out to the similarities and
differences that exist in the legal framework of Serbia and other countries, and to
answer the question whether and to what extent the legal framework in Serbia is in
line with relevant international standards
Pedagogija osoba s poremećajem intelektualnog razvoja
No full textUdžbenik Pedagogija osoba s poremećajem intelektualnog
razvoja namenjen je pre svega studentima Fakulteta za specijalnu
edukaciju i rehabilitaciju studijskog programa Specijalna edukacija i rehabilitacija osoba s teškoćama u mentalnom razvoju, kao
i svim drugim studentima i pojedincima koji su zainteresovani
za ovu tematiku. Sadržaj udžbenika usaglašen je sa silabusom predmeta istoimenog naziva koji se izučava u okviru studijskog programa Fakulteta. Glavni cilj udžbenika je da se studenti upoznaju
s osnovnim naučnim, teorijskim i praktičnim informacijama o
organizaciji i sadržaju obrazovanja i vaspitanja učenika*
s intelektualnom ometenošću (IO).
Ovaj udžbenik podeljen je na tri dela. Svaki od njih sastoji se iz
nekoliko poglavlja. Prvi deo udžbenika usmeren je na upoznavanje sa
korenima uspostavljanja podrške osobama s intelektualnom ometenošću, najpre u svetu, a docnije i u Srbiji. Nadalje, u ovom delu udžbenika daje se prikaz konceptualizacije intelektualne ometenosti
i ostalih stanja koja mogu da budu povezana s ovom dijagnostičkom
kategorijom, od momenta početka bavljenja ovim problemima u svetu do današnjih dana. Značajan segment sadržaja ovog dela posvećen
je sposobnostima važnim za obrazovanje učenika s intelektualnom
ometenošću, kao i za sadašnje mogućnosti njihovog školovanja. Sva
navedena poglavlja obrađena u prvom delu neophodna su za jasnije
razumevanje sadržaja koji o kojima je reč u drugom i trećem delu
udžbenika. Drugi deo udžbenika posvećen je osnovnim pedagoškim
znanjima iz oblasti specijalne edukacije učenika s poremećajem
intelektualnog razvoja. Ta znanja obuhvataju gledišta savremenog sistema obrazovanja i vaspitanja i savremene organizacije u nastavi sa učenicima s poremećajem intelektualnog razvoja. U tom
smislu razmatraju se osnovni pedagoški pojmovi koji se koriste u
svakodnevnom radu defektologa zaposlenog u specijalizovanim i
redovnim osnovnim i srednjim školama. U trećem delu prikaza-
na je savremena organizacija planiranja i programiranja u nasta-
vi sa učenicima s poremećajem intelektualnog razvoja. Akcenat je
stavljen na specifičnosti nastavnog rada sa učenicima s intelek-
tualnom ometenošću. Posebna pažnja posvećuje se organizaciji i
sadržaju obrazovno-vaspitnog rada, otkrivaju se metode, oblici i
sredstva koja se koriste u nastavi s ovim učenicima.
Autor se nada da će bazični termini iz ovog udžbenika pred-
stavljati trajnu osnovu znanja budućih defektologa-oligofrenolo-
ga, sadašnjih studenata koji tek ulaze u svet proučavanja specijalne
edukacije. Intencija autora je da se termini objašnjeni u ovom udž-
beniku aktivno koriste pri savladavanju sadržaja studijskog pro-
grama na kasnijim godinama studija.
Autor unapred zahvaljuje na svim budućim sugestijama i saveti-
ma koji su svakako dobrodošli
Socijalno ponašanje učenika sa invaliditetom i smetnjama u razvoju na času fizičkog vaspitanja
No full textPetnaesta konferencija sa međunarodnim učešćem ,,Vaspitač u 21. vek