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Attitudes of Teachers of Rural and Urban Primary Schools Towards Inclusion
Get PDFStavovi, uverenja i mišljenja nastavnika prema inkluzivnom obrazovanju dece sa smetnjama u razvoju
u velikoj meri utiču na proces i ishod inkluzije. U mnogim studijama i istraživanjima kod nastavnika i
drugog školskog osoblja utvrđeno je da nisu dovoljno informisani i edukovani o deci sa smetnjama u
razvoju, da ne ispoljavaju interes za dodatno obrazovanje za rad sa ovom decom, prilagođavanje
okruženja u školi i da i dalje postoje negativna mišljenja i stavovi prema inkluzivnom obrazovanju i
uključivanju dece sa smetnjama u razvoju u redovnu školu. Faktori koji utiču na stavove nastavnika
prema inkluziji uključuju pol, starost, obrazovni nivo, prethodno iskustvo u radu sa učenicima sa
smetnjama u razvoju, brojnost odeljenja, stepen invalidnosti, percipirani nivo sopstvene
samoefikasnosti, vrstu dobijene podrške. Imajući u vidu da su navedeni faktori ispitivani u velikom
broju istraživanja cilj našeg istraživanja je bio da utvrdimo stavove kod nastavnika iz seoskih i gradskih
škola prema obrazovanju dece sa smetnjama u razvoju u redovnoj školi.10. mednarodna conferenca EDUvision 2020 Izzivi in nove priložnosti poučevanja na daljav
Support in the education of families at risk within the organization of civil society ‒ the experience of users of the association MoSt
Get PDFUvod: Pojedine porodice imaju potrebu za dodatnom podrškom u obavljanju zahtevne
roditeljske uloge, a naročito porodice u riziku koje nemaju dovoljno kapaciteta da
primereno odgovore na potrebe deteta. Na funkcionisanje takvih porodica deluju faktori
rizika koji proizlaze iz porodičnog, ali i iz šireg socijalnog okruženja. Ponekad podršku
i ulogu zaštitnog faktora preuzimaju organizacije civilnog društva koje intervencije
uglavnom zasnivaju na kvalitetnim međusobnim odnosima i potpuno i pravovremeno
zadovoljavaju potrebe dece i porodica u riziku. Cilj: Ovo istraživanje imalo je za cilj
da se identifikuju i shvate faktori koje porodice u riziku percipiraju kao podršku i
pomoć. Metode: Teorijski okvir istraživanja čini Bronfenbrenerov ekološki model
ljudskog razvoja. Metodom intervjua prikupljeni su podaci 14 učesnika (majke, očevi
i deca), korisnika udruženja MoSt iz Splita. Rezultati: Rezultati dobijeni tematskom
analizom daju uvid u: manifestne oblike problema u ponašanju dece u uzorku, pružaoce
usluga porodicama u riziku, faktore rizika koji dovode do problema, procenu podrške
organizacije civilnog društva i ishode intervencije. Učesnici istraživanja naročito ističu
osećaj podrške, koji proizlazi iz doživljenog, percipiranog osećaja prijatnosti, sigurnosti,
druželjubivosti, priznatosti i prihvaćenosti, pa čak i osećaj „kao da si u porodici”. I deca
i roditelji kao ključne procenjuju vrednosti koje se nalaze u pozadini pružanja podrške, a
to su uvažavanje, prijateljstvo, prihvatanje i uljudna, pristojna komunikacija. Zaključak:
Pokazalo se da organizacija civilnog društva predstavlja i svojevrsnu „premosnicu”,
odnosno da moderira i facilitira između porodice i državnih institucija. Ono što je vidljivo
u iskazu učesnika jeste percipirana dostupnost same organizacije, njenih resursa, usluga i
ljudi, kao i konkretnost usluga koje se pružaju porodici.Introduction. Some families need additional support in performing a demanding parenting
role, especially families at risk who do not have sufficient capacity to adequately respond
to the child’s needs. The functioning of such families is influenced by risk factors arising
from the family, but also from the wider social environment. Sometimes, the support and
the role of a protective factor are taken over by civil society organizations that base their
interventions mainly on quality interpersonal relationships and fully and timely meet
the needs of children and families at risk. Objective. This research aimed to identify
and understand the factors that families at risk perceive as support and assistance.
Methods. The theoretical framework of the research is Bronfenbrenner’s ecological
model of human development. The interview method was used to collect data from 14
participants (mothers, fathers and children), users of the MoSt association from Split.
Results. The results obtained by thematic analysis provide insight into: manifest forms of
behavioral problems in children in the sample, service providers to families at risk, risk
factors leading to the problem, assessment of support by civil society organizations and
outcomes of the intervention. Research participants particularly emphasize the feeling
of support that arises from the experienced, perceived feeling of comfort, security,
friendliness, recognition and acceptance, and even the feeling of “as if you are in a
family.” Both children and parents value the values behind support, which are respect,
friendship, acceptance, and polite, decent communication. Conclusion. It has been
shown that the organization of civil society is a kind of “bridge”, i.e. that it moderates
and facilitates between the family and state institutions. What is visible in the testimony
of the participants is the perceived availability of the organization itself, its resources,
services and people, as well as the specificity of the services provided to the family
The use of augmentative and Alternative communication in inclusive education
Get PDFInclusion results from the everyone’s basic right to education and it is a process of increasing participation and reducing exclusion. Successful inclusion of students with communication disorders requires much more than displacement in the classrooms, because they often need different levels of support in order to participate actively
in the implementation of the curriculum. The success of these students depends in part on the application of effective methods of augmentative and alternative communication. Augmentative and alternative
communication is especially important in the educational process because it provides
a wide range of tools and devices that make
it easier to overcome existing differences,
to develop communication skills and to
facilitate interactions with the environment. The application of augmentative and
alternative communication should not be a separate component of the curriculum, but
a means by which students can access the
general education program.
In the process of the inclusion of students, who use augmentative and alternative communication, in the systems of general education, special emphasis is placed on the
importance of team roles and responsibilities that are related to its selection and
application in education systems. Through their joint intervention, team members should support students, facilitate interaction with peers, devise activities that promote respect for differences and thus support inclusive
education.Inkluzija proističe iz osnovnog prava svih na obrazovanje i vaspitanje i predstavlja proces povećanja učešća i smanjenja isključenosti. Uspešno uključivanje učenika sa poremećajima komunikacije zahteva mnogo više od smeštanja u učionice, jer su im često neophodni različiti nivoi podrške, kako bi aktivno učestvovali u realizaciji nastavnog plana. Uspeh ovih učenika velikim delom zavisi i od primene efikasnih metoda augmentativne i alterna- tivne komunikacije. Augmentativna i alternativna komnikacija je posebno značajna u procesu obrazovanja jer pruža veliki izbor sredstava i uređaja koji omogućavaju lak- še prevazilaženje postojećih razlika, razvijanje komunikacionih veština i olakšavanje interakcija sa sredinom. Njena primena ne treba da predstavlja zasebnu komponentu nastavnog plana, već sredstvo uz pomoć kojeg učenici mogu da pristupe opštem obrazovnom programu. U procesu uključivanja učenika, koji koriste augmentativnu i alternativnu komunikaciju, u sisteme redovnog obrazovanja, poseban akcenat se stavlja na značaj timskih uloga i odgovornosti koje su povezane sa njenim odabirom i pri- menom u sisteme obrazovanja. Članovi tima svojom zajedničkom intervencijom treba da podrže učenike, olakšaju interakciju sa vršnjacima, osmisle aktiv- nosti koje promovišu uvažavanje razlika i na taj način podrže inkluzivno obrazovanje
Selektivnost pažnje i problemi u ponašanju kod učenika mlađeg osnovnoškolskog uzrasta
Get PDFПажња као базична психичка функција потребна је за већи део онога што радимо у свакодневном животу (Lauth, Schlottke & Naumann, 2008). Сметње у домену визуелне пажње могу да отежавају усвајање и извођење сложених активности свакодневног живота првенствено због тешкоћа обраде информација или усмеравања пажње на релевантне аспекте надражаја (Буха и Глигоровић, 2012).
Присуство поремећаја у понашању негативно утиче на готово све аспекте психосоцијалног функционисања, функционисање међу вршњацима и социјално функционисање (Žunić -Pavlović, 2011).
Циљ овог истраживања био је да утврди квалитет селективности пажње и појавност проблема у понашању код ученика редовних школа који се образују према редовном, прилагођеном и измењеном програму, као и повезаност наведених особености међу групама.
Узорак истраживања чинило је 34 испитаника (20 испитаника који се образује по редовном програму, 9 по прилагођеном програму и 5 по измењеном програму), од другог до четврог разреда. Узорком су обухваћени испитаници оба пола, 16 испитаника мушког пола и 18 испитаника женског пола.
Коришћена су два инструмента. За процену селективности пажње коришћен је део Протокола за процену когнитивних способности (задатак поништавања стимулуса мачке). Други коришћен инструмент је Скала за процену проблема понашања-
(Disruptive Behavior Disorders Rating Scale (DBDRS).
Резултати нашег истаживања показују да су ученици који се образују по редовном школском програму имали боље резултате на тесту селективности пажње од ученика који се образују по прилагођеном и измењеном програму, док између ученика који се образују по прилагођеном и измењеном не постоји стратистички значајна разлика. Резултати процене проблема у понашању показују да су ученици који се образују по редовном школском програму имали највише симптома на супскали за процену инпулсивности, док су друге две групе ученика биле изједначене по броју симптома и имале су највише симптома на супскали за процену пажње. Није потрврђена статистички значајна разлика између дечака и девојцица у оба инструмента.
Закључак нашег истраживања је да су ученици који се образују по редовном програму имали боље резултате од ученика по прилагођеном и измењеном програму у оба инструмента, као и да између селективности пажње и поремећаја пажње постоји негативна корелација. То значи да веће присуство проблема пажње код испитаника узрокује лошији квалитет селективности пажње.Attention as a basic mental function is needed for most of what we do in everyday life (Lauth, Schlottke & Naumann, 2008). Disorders in the field of visual attention can make it difficult to adopt and perform complex activities of everyday life, primarily due to difficulties in processing information or directing attention to relevant aspects of stimuli (Буха и Глигоровић, 2012).
The presence of behavioral disorders negatively affects almost all aspects of psychosocial functioning, peer functioning, and social functioning (Žunić -Pavlović, 2011).
The aim of this study was to determine the quality of attention selectivity and the occurrence of behavioral problems in regular school students who are educated according to the regular, adjusted and changed program, as well as the connection of these characteristics between groups.
The research sample consisted of 34 respondents (20 respondents who are educated according to the regular program, 9 according to the adapted program and 5 according to the modified program), from the second to the fourth grade. The sample included subjects of both sexes, 16 male subjects and 18 female subjects.
Two instruments were used. A part of the Protocol for the assessment of cognitive abilities (the task of canceling a cat's stimulus) was used to assess the selectivity of attention.
Another instrument used is the Behavior Assessment Scale - (Disruptive Behavior Disorders
Rating Scale (DBDRS).
The results of our research show that students who are educated according to the regular school program had better results on the attention selectivity test than students who are educated according to the adjusted and changed program, while there is no stratistically significant difference between students who are educated according to the adjusted and changed one. The results of the assessment of behavioral problems show that students who are educated according to the regular school program had the most symptoms on the subscale for assessing impulsivity, while the other two groups of students were equal in the number of symptoms and had the most symptoms on the attention assessment subscale. There was no statistically significant difference between boys and girls in both instruments.
The conclusion of our research is that students who are educated according to the regular program had better results than students who were educated according to the adjusted and changed program in both instruments, as well as that there is a negative correlation between attention selectivity and attention disorders. This means that the higher presence of attention problems in respondents causes a poorer quality of attention selectivity
Zadovoljstvo poslom kod osoba sa intelektualnom ometenošću
Get PDFПосао је важан део живота сваког одраслог човека. Посебно је значајан за особе са интелектуалном ометеношћу јер им пружа прилику за остваривање социјалне улоге у друштву и могућност да буду равноправни чланови друштва у ком живе.
Задовољство послом представља скуп позитивних осећања и статова које запослени имају према свом послу. Организациона ограничења представљају ситуације на радном месту или услове рада који отежавају или онемогућавају успешно извршавање радних задатака и стога негативно утичу на учинак запослених. Главни циљ овог истраживања јесте утврдити колико су особе са интелектуалном ометеношћу, запослене у заштитним радионицама, задовољне својим послом, са посебним освртом на утицај организационих ограничења на њихово задовољство послом. За процену задовољства послом коришћена је Скала задовољства послом (Measure of job satisfaction; Brayfield-Roth, 1951), а за процену организационих ограничења коришћена је Скала организационих ограничења (The Organizational Constrains Scale; Peters & O'
Connor, 1980). Истраживање је спроведено у четири Предузећа за професионалну рехабилитацију и запошљавање особа са инвалидитетом у Нишу и Крагујевцу.
Узорком је обухваћено 43 испитаника, оба пола, са лаком интелектуалном ометеношћу. Анализом резултата утврђено је да је највећи број испитаника јако задовољан својим послом, као и да су организациона ограничења која перципирају углавном ниска. У раду су детаљније представљени резултати истраживања, као и његова ограничења, а дате су и препоруке будућим истраживачима.Work is an important part of adults life. It is especially important for the people with intellectual disabilities because it provides them a chance to actualize social role in the society and an opportunity to be equal members of the society in which they live in. Job satisfaction represents a set of positive feelings and attitudes that employees have towards the work they do. Organizational constraints are situations at work or work conditions that make successful carrying out of the work tasks difficult or impossible and that is why they negatively affect performance of the employees. The main goal of this research is to establish are people with intellectual disabilities who work in sheltered workshops satisfied with their job and to establish the influence of organizational constraints on their job satisfaction. For evaluation of job satisfaction we used a Job satisfaction scale (Measure of job satisfaction; Brayfield-Roth, 1951) and in order to estimate organizational constraints we used The organizational constraints scale (The Organizational Constrains Scale; Peters & O' Connor, 1980). The research was conducted in four sheltered workshops in Nis and Kragujevac. The sample included 43 examinees with mild intellectual disability and both sexes. Analysis of the results has established that the most of examinees are very satisfied with their work, as well as the organizational constraints are very low. More details of the results, limitations of research as well as the recommendations for other researchers are presented in this paper
Satisfaction of parents of children with special educational needs with online classes during the state of emergency due to the covid-19 pandemic
Get PDFInclusive education and the usage of technology are one of the pillars of modern education, but what happens when an unforeseeable pandemic shifts the traditional education setting to homeschooling via distance learning? This happened in the majority of the countries around the world when the COVID-19 pandemic started and
on March 16th, 2020 all schools in Republic of Serbia were closed, because of the risk of spreading COVID-19 virus. The government decided to move the education process to television lessons and via internet lessons provided by teachers individually. All these strategies are adequate for most students, but what about children with special needs? With this in mind, we decided to conduct an online survey among parents with school children with special needs to determine if their child has any type of education during this pandemic, and if so, is the mode of education sufficient and adapted to the individual education plan their child holds. Results show that the majority of children attend some sort of online education (83.3%), but 72.7% believe that these lessons are not suitable for their child. Taking in consideration that the shift from the classroom to distance learning was sudden, and that there was no time to adapt the materials for students with special needs, their education process was left to the good will of their teachers and family
members.Inkluzivno obrazovanje i upotreba tehnologije jedan su od stubova savreme- nog obrazovanja, ali šta se dešava kada pandemija tradicionalno obrazovno okruženje preusmeri na obrazovanje putem učenja na daljinu? To se dogodilo ši- rom sveta kada je započela pandemija virusa COVID-19, a u Republici Srbiji 16. marta 2020. godine zatvorene su sve škole usled rizika od transmisije virusa. Vlada Republike Srbije (RS) odlučila je da obrazovni proces izmesti na nasta- vu putem televizijskog programa i lekcija putem interneta. Ove strategije Vlade bile su adekvatne za većinu učenika, međutim šta je sa decom sa posebnim obrazovnom podrškom? Imajući ovo na umu, odlučili smo da sprovedemo onlajn anketu sa roditeljima dece koja imaju potrebu za posebnom obrazovnom pod- rškom školskog uzrasta u RS, kako bismo utvrdili da li njihovo dete pohađa nastavu tokom pandemije i ukoliko pohađa, da li je nastava prilagođena in- dividualnom obrazovnom planu njihovog deteta. Rezultati ukazuju da većina dece pohađa neku vrstu onlajn obrazovanja (83,3%), ali 72,7% roditelja smatra da sadržaji nisu prilagođeni potrebama njihove dece. Obzirom da je prelazak sa učionice na učenje na daljinu bio iznenadan i da nije bilo vremena nastavne materijale prilagoditi ovim učenicima, njihov obrazovni proces prepušten je dobroj volji nastavnika i članova porodice
Level of discomfort of students of special education and rehabilitation in interactions with persons with disabilities
Get PDFDiscomfort in contacts with people with disabilities is central when it comes to negative attitudes towards them. The aim of this paper is to determine the level of discomfort in interactions with persons with disabilities in students of the study program Special Education and Rehabilitation of Persons with Mental Disabilities.
The study included 30 students of the final year. The age of the respondents ranged from 22 to 29 years (AS = 22.69, SD = 1.47). The level of discomfort was assessed using the Interaction with Disabled People Scale.
The average value on the scale as a whole (M = 2.76, SD = 0.44) suggesting that the students feel somewhat comfortable in the interaction with people with disabilities. The
results obtained on the subscale Discomfort and Fear (M = 1.61, SD = 0.44) indicate a low level of discomfort, while the results on the subscale Empathy (M = 4.27, SD = 0.78) indicate the existence of a somewhat high level empathy in the respondents.
The results of the study are encouraging when it comes to attitudes regarding interaction with people with disabilities. This finding is important not only because of the future work with these people, but also because of the potential impact that future professionals in the field of special education will have on the social environment of people with disabilities.Nelagodnost u kontaktima s osobama s ometenošću zauzima centralno mesto kada su u pitanju negativni stavovi prema njima. Cilj ovog rada je da se utvrdi nivo nelagodnosti u interakcijama s osoba- ma s ometenošću kod studenata studijskog programa Specijalna edukacija i rehabilitacija osoba sa teškoćama u mentalnom razvoju. Istraživanjem je obuhvaćeno 30 studenata završne godine. Starost ispita- nika je bila u opsegu od 22 do 29 godina (AS = 22,69, SD = 1,47). Nivo nelagodnosti procenjen je primenom Skale interakcije s osobama s ometenošću. Dobijena prosečna vrednost na Skali u celini (AS = 2,76, SD = 0,44) sugeriše da se studenti osećaju donekle prijatno u interakciji s osobama s ometenošću. Rezultati dobijeni na podskali Nelagodnost i strah (AS = 1,61, SD = 0,44) ukazuju na nizak nivo nelagodnosti, dok rezultati na podskali Empatija (AS = 4,27, SD = 0,78) upućuju na postojanje donekle visokog nivoa empatije kod ispitanika. Rezultati sprovedene studije su ohrabrujući kada su u pitanju stavovi u pogle- du interakcije s osobama s ometenošću. Ovakav nalaz je značajan ne samo zbog budućeg rada s ovim osobama, već i zbog potencijalnog uticaja koji će budući pro- fesionalci u oblasti specijalne edukacije imati na socijalno okruženje osoba s ometenošću
Serbian cognitive reserve index questionnaire: Adaptation and validation
Get PDFCognitive reserve (CR) is defined as the ability to optimize or maximize usage of neural networks when facing tasks with greater cognitive load serving as a protective factor from cognitive decline. In clinical population, it is assumed that CR has the role of minimizing effects of brain pathology on cognitive functioning through more flexible alterations between engaged neural networks. In the earliest stages of construct development, it was predominately expressed via levels of education or verbal intelligence. However, accumulated research evidence suggested that CR is a multidimensional construct and that various lifelong activities should be taken into account when assessed. Following this line of studies, Cognitive Reserve !ndex questionnaire (CR!q) was developed providing a standardized procedure for measuring CR that includes years of formal and informal education, professional occupational background and engaging in various cognitively stimulating activities. The goal of this study was exploring the utility of Serbian translation and adaptation of CR!q using a sample of 117 (61% female) healthy adult participants with age ranged from 19 to 86 (M = 41.37, SD = 21.91). Study results suggested the same pattern of age differences as reported in previous studies, while gender differences were not detected. Testing correlations between CR!q scores and measures of cognitive functioning such as intelligence, verbal fluency, categorical fluency, and executive functions yielded significant results only for Education subscale and !ntelligence and executive functions (CTT Form A). Future implications for CR assessment and practical utility of CR!q were offered
Specific surgery method for treatment of patients with cerebral palsy
Get PDFThe aim of this research was to evaluate the efficacy of the specific surgery method, called Ulzibat® surgery method, in the rehabilitation of children with cerebral palsy. 83 patients, aged 2.6 to 13.4yearswith spastic cerebral palsy participated in this study The average course of treatment was 2 stages. Thefollow-up period was 2-5years. GMFM-88 was used to assess the degree of motor disorders before and after treatment. Patients before and after surgical treatment were divided into 5 groups of levels of motor activity. Results showed that, after treatment, there was a significant increase in total score in average by 23 points in all observed group. There were a positive correlation between the difference in scores before and after treatment and the level of motor skills (p<0.05) and a negative correlation with age of operation (p<0.05). Most children after surgical treatment moved to a higher level of physical activity. The number of children with minimal disruption in motor activity (1st group) after treatment has doubled, and the number of children with the most severe disorders (4th and 5th group) was halved. Most of the children showed improvement either within their group movement activity (39%) or transition on level 1 above (49%). 12% of patients were passed on 2-4 levels above. It can be said, that this surgery method has shown high efficiency in the rehabilitation of children with cerebral palsy with different the severity of the disease. The most pronounced effect noted in the course of surgical treatment atan early age (3-7years)