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Leksičko-semantičke sposobnosti dece uzrasta od pet do šest godina
Get PDFIntroduction. The development of the semantic level of the lan-
guage system begins at the end of the first year of life, when a child
begins to use the first words. During childhood, the child gradually
increases his/her vocabulary and learns semantic characteristics. The
main aim of this paper is to determine the lexical-semantic abilities
of preschool children.
Methods. The sample included 50 children of both sexes, aged five
to six years. According to age, the respondents were divided into two
groups. The first group consisted of five-year-olds, and the second of
six-year-olds. The Semantic Test and the Free Word Association Test
were used in the research. The semantic test assessed the develop-
ment of the following categories of words: homonyms, antonyms,
synonyms, and metonyms. The free word association test was used
to assess the types of responses after a given stimulus word.
Results. The results showed that six-year-olds had higher average
values compared to five-year-olds on the total score, as well as on
individual lexical categories of the Semantic Test. It was also shown
that five-year-old girls had higher average values compared to boys
of the same age on the Semantic Test. No statistically significant dif-
ferences were found between five- and six-year-olds in terms of the
representation of certain types of answers on the Free Word Associ-
ation Test. As for sex, it was shown that on the Free Word Association
Test, girls had statistically significantly higher number of missing an-
swers compared to boys.
Conclusion. It was concluded that the lexical-semantic abilities of
preschool children depended on their age, and that there was cer-
tain regularity in the development of the semantic features of words
and the lexical-semantic structure.Uvod. Razvoj semantičkog nivoa jezičkog sistema počinje krajem prve godine života, kada dete po-
činje da upotrebljava prve reči. Tokom detinjstva dete postepeno uvećava fond reči i saznaje njihova
semantička obeležja. Cilj ovog rada jeste da se utvrde leksičko-semantičke sposobnosti kod dece
predškolskog uzrasta.
Metode. U uzorak je uključeno 50 dece, oba pola, uzrasta od pet do šest godina. Prema uzrastu,
ispitanici su podeljeni u dve grupe, prvu grupu činili su petogodišnjaci, a drugu šestogodišnjaci. U
istraživanju su korišćeni Semantički test i Test slobodnih asocijacija reči. Semantičkim testom je pro-
cenjivana razvijenost sledećih kategorija reči: homonim, antonim, sinonim i metonim, dok su Testom
slobodnih asocijacija reči ispitivane vrste odgovora nakon date stimulus reči.
Rezultati. Utvrđeno je da šestogodišnjaci imaju veće prosečne vrednosti u odnosu na petogodišnja-
ke na ukupnom skoru, kao i na pojedinačnim leksičkim kategorijama Semantičkog testa. Takođe je
pokazano da devojčice uzrasta pet godina na ovom testu imaju veće prosečne vrednosti u poređe-
nju sa dečacima istog uzrasta. Na Testu slobodnih asocijacija reči nisu utvrđene statistički značajne
razlike između petogodišnjaka i šestogodišnjaka u pogledu zastupljenosti pojedinih vrsta odgovora.
Što se tiče pola, pokazano je da na Testu slobodnih asocijacija reči devojčice imaju statistički značaj-
no više izostanaka odgovora na datu stimulus reč u poređenju sa dečacima.
Zaključak. Zaključeno je da leksičko-semantičke sposobnosti dece predškolskog uzrasta zavise od
uzrasta, te da postoji određena zakonomernost u razvoju semantičkih obeležja reči i leksičko-seman-
tičke strukture
Merenje ispoljavanja aleksitimije i autističnih odlika kod studenata: unutrašnja konzistentnost i konvergentna validnost skala
Get PDFUvod: Aleksitimija kao subklinički fenomen i poremećaj iz spektra autizma
dele pojedine karakteristike, a jedna od njih je upravo smanjena sposobnost
razumevanja i identifikacije kako svojih, tako i tuđih emocija, kao i smanjena
i kvalitativno izmenjena sposobnost komunikacije u vezi sa iskazivanjem ovih
emocija kroz razgovor sa drugima.
Cilj: Usled prepletenosto aleksitimije i autizma cilj našeg rada bio je da
na populaciji studenata utvrdimo povezanost dve skale za procenu aleksitimije
– Torontske skale za procenu aleksitimije (TAS-20) i Pertskog upitnika
za procenu aleksitimije (PAQ), kao i povezanost skala za procenu aleksitimije
i autističnih odlika – crta autizma u oblasti socijalne komunikacije i stereotipnog
ponašanja,
izraženih
kroz
koeficijent
autističnosti
(AQ).
Metode:
Uzorak
je
činilo
159
studenata
(131
ženskog
i
28
muškog
pola)
starosti
od
19
do
36
godina.
Za
procenu
aleksitimije
korišćeni
su
TAS-20
i
PAQ,
dok
je
za
procenu
autističnih
odlika
korišćen
koeficijent
autističnosti
(AQ).
Rezultati:
Rezultati
istraživanja
ukazuju
na
visoku
povezanost
dva
instrumenta
za
procenu
aleksitimije
(rs
=
0,80,
p
<
0,001),
s
tim
da
je
Pertski
upitnik
za
procenu
aleksitimije
imao
bolju
unutrašnju
konzistentnost
0,96,
u
odnosu
na
0,86
i
ukazivao
na
manji
procenat
osoba
sa
visokim
nivoom
aleksitimije
(5,7%
u
odnosu
na
12,6%).
Između
aleksitimije
i
autističnih
odlika
utvrđena
je
umerena
pozi-
tivna povezanost (AQ i PAQ: rs = 0,46, p < 0,001; AQ i TAS-20: rs = 0,51, p<0,001).
Zaključak: Prema našim saznanjima, ovo je prvo istraživanje u kome je korišćen
Pertski upitnik aleksitimije preveden na srpski jezik. Upitnik je pokazao odličnu unutrašnju konzistentnost, kao i konvergentnu validnost, izraženu kroz
visoku korelaciju sa Toronto skalom za procenu aleksitimije. Dobijena korelacija
između
dve
mere
za
procenu
aleksitimije,
kao
i
između
skala
za
procenu
aleksitimije
i
autističnih
odlika,
u
skladu
je
sa
rezultatima
prethodnih
inostranih
istraživanjantroduction: Alexithymia, as a subclinical phenomenon, and a disorder within the
autism spectrum share certain characteristics, one of which is a reduced ability to understand
and identify one’s own and others’ emotions, as well as a reduced and qualitatively altered
ability to communicate and express these emotions through conversation with others.
Aim: Due to the interweaving of alexithymia and autism, the aim of our study was to
determine, on the student population, the correlation of two alexithymia assessment scales,
the Toronto Alexithymia Assessment Scale (TAS-20) and the Perth Alexithymia Questionnaire
(PAQ), as well as the association between alexithymia and autistic features – autism in
the area of social communication and stereotypic behavior, expressed through the autistic
coefficient (AQ).
Methods: The sample consisted of 159 students (131 female and 28 male) aged 19
to 36 years. The Toronto Alexithymia Assessment Scale (TAS-20) and the Perth Alexithymia
Questionnaire (PAQ) were used to assess alexithymia, while the Autism Quotient (AQ) was
used to assess autistic features.
Results: The results of the study indicate a high correlation between the two instruments
for assessing alexithymia (rs = .80, p< .001), with the Perth Alexithymia Questionnaire showing
better internal consistency (α =.96, compared to α = .86) and indicating a lower percentage
of individuals with high levels of alexithymia (5.7% compared to 12.6%). A moderate positive
correlation was found between alexithymia and autistic traits (AQ and PAQ: rs= .46, p < .001;
AQ and TAS-20: rs = .51, p < .001).
Conclusion: To our knowledge, this is the first study in which the used Perth Alexithymia
Questionnaire for alexithymia has been translated into the Serbian language. The
questionnaire demonstrated excellent internal consistency, as well as convergent validity,
expressed through a high correlation with the Toronto Alexithymia Scale. The obtained
correlation between the two measures of alexithymia, as well as between alexithymia and
AQ, is in line with the results of previous international studies
The relationship of the assistive technologies use and the Quality of life of persons with motor disorders: A review of recent research
Get PDFUvod: Osobe sa motoričkim poremećajima suočavaju se sa teškoćama
u obavljanju aktivnosti svakodnevnog života, profesionalnih aktivnosti, aktivnosti
slobodnog vremena i socijalnoj participaciji. Sve to značajno narušava
kvalitet njihovog života. Uređaji asistivne tehnologije olakšavaju i omogućavaju
funkcionisanje osoba sa motoričkim poremećajima s ciljem da se unapredi
njihova samostalnost u obavljanju aktivnosti, socijalna participacija i kvalitet
života.
Cilj: Cilj ovog rada odnosio se na pregled dosadašnjih istraživanja o povezanosti
upotrebe asistivne tehnologije i kvaliteta života osoba sa motoričkim
poremećajima.
Metode: Formulisana su sledeća istraživačka pitanja: koje su vrste asistivnih
tehnologija primenjivane u studijama o kvalitetu života osoba sa motoričkim
poremećajima, da li korišćenje uređaja asistivne tehnologije ima uticaj na poboljšanje
kvalitet života i koje su dodatne koristi upotrebe asistivnih tehnologija
za osobe sa motoričkim poremećajima. Identifikacija odgovarajućih radova
izvršena je pretraživanjem elektronskih baza podataka PubMed, MEDLINE,
ERIC i JSTOR, a odnosila se na period od 1. januara 2012. do 31. decembra
2022. godine. Definisani su kriterijumi za uključivanje i isključivanje radova za
razmatranje.
Rezultati: Identifikovano je ukupno 478 radova, a sve postavljene kriterijume
ispunilo je 14 radova. Većina studija objavljena je u periodu od 2019. do
2020. godine, a ispitivana je povezanost pomagala za kretanje, robota, virtuelne
realnosti, alternativnog input sredstva i sistema za kontrolu okruženja sa
kvalitetom života osoba sa motoričkim poremećajima. Iako su studije imale
izvesna metodološka ograničenja, postoje dokazi da asistivne tehnologije poboljšavaju kvalitet života bez obzira na vrstu motoričkog poremećaja, a
posebno u domenima fizičkog i psihičkog zdravlja, kao i funkcionisanja u okruženju.
Pojedine studije ukazale su na dodatnu korist upotrebe asistivnih tehnologija
u rehabilitacione svrhe, kao i u poboljšanju u pokretljivosti, obavljanju
aktivnosti, prilagodljivosti, samopouzdanju i samostalnosti.
Zaključak: Dokazi iz odabranih studija ukazuju da asistivne tehnologije unapređuju
kvalitet života, a prisutne su i dodatne koristi za osobe sa motoričkim
poremećajima. U tom smislu ima više podataka o upotrebi pomagala za kretanje,
a manje o novijim, sofisticiranim asistivnim tehnologijama, pa bi buduća
istraživanja trebalo usmeriti u tom pravcu.Introduction: Persons with motor disorders face difficulties performing activities of
daily living, professional activities, leisure activities, and social participation. All of this
significantly impairs their quality of life. Devices of assistive technologies facilitate and
enable people with motor disorders to improve their independence in performing activities,
social participation, and quality of life.
Aim: This article aimed to review previous research on the connection between the use
of assistive technologies and the quality of life of people with motor disorders.
Methods: The following research questions were formulated: what types of assistive
technologies were applied in studies on the quality of life of persons with motor disorders,
whether the use of assistive technology devices has an impact on improving the quality
of life, and what are the additional benefits of using assistive technologies for persons
with motor disorders. The identification of relevant articles was performed by searching the
electronic databases PubMed, MEDLINE, ERIC, and JSTOR, and related to the period from
January 1, 2012, to December 31, 2022. Inclusion and exclusion criteria were defined.
Results: A total of 478 papers were identified, and 14 articles met all the set criteria.
Most of the studies were published from 2019 to 2020, and the connection of mobility aids,
robots, virtual reality, alternative input devices, and environmental control systems with
the quality of life of people with motor disorders was examined. Although the studies had
certain methodological limitations, there is evidence that assistive technologies improve the
quality of life regardless of the type of motor disorder, especially in the domains of physical
and psychological health and functioning in the environment. Certain studies have
indicated the additional benefit of using assistive technologies for rehabilitation purposes, as
well as in improving mobility, the activities performance, adaptability, self-confidence, and
independence.
Conclusion: Evidence from selected studies indicates that assistive technologies
improve the quality of life, and there are additional benefits for people with motor disorders.
In this sense, there is more data on the mobility aids use, and less on new, sophisticated
assistive technologies, so future research should be directed in that sense
The influence of tinnitus on the individual perception of the hearing handicap in persons with presbyacusis
Get PDFUvod: Prezbiakuzija i tinitus su veoma učestala stanja kod starijih osoba.
Postoji dosta dokaza, baziranih na samoproceni, da obe pojave utiču na kvalitet
života
i
psihosocijalno
funkcionisanje
ovih
osoba.
Međutim,
većina
istraživanja
se
bavila
izolovano
prezbiakuzijom
i
tinitusom,
tako
da
ima
veoma
malo
dokaza
kako
ova
dva
stanja
deluju
kada
zajedno
egzistiraju.
Cilj:
Cilj
ovog
rada
je
da
se
ispita
kako
tinitus
utiče
na
subjektivni
doživljaj
hendikepa
kod
osoba
sa
prezbiakuzijom.
Metode:
U
uzorku
je
bilo
100
ispitanika
oba
pola,
prosečne
starosti
67,11
godina.
Uzorak
je
bio
podeljen
u
dve
grupe:
E1
–
ispitanici
sa
prezbiakuzijom
i
tinitusom
i
E2
–
ispitanici
sa
prezbiakuzijom
bez
tinitusa.
Korišćena
su
dva
upitnika
za
prikupljanje
podataka:
Upitnik
za
prikupljanje
opštih
sociodemografskih
podataka i
Inventar
slušnog
hendikepa
za
starije.
Rezultati: Rezultati pokazuju da tinitus značajno utiče na subjektivni doživljaj
hendikepa kod osoba sa prezbiakuzijom u emocionalnom (E1 M=30,58;
E2 M – 20,68; p=0,001) i socijalnom funkcionisanju (E1 M=29,49; E2 M=22;
p=0,006), kao i u ukupnim rezultatima (E1 M=60,05 E2 M=42,68; p=0,001).
Zaključak: Na osnovu ovih rezultata može se zaključiti da tinitus, koji je
čest entitet u prezbiakuziji, predstavlja veoma ozbiljnu pojavu koja značajno
utiče na lični doživljaj izraženosti teškoća u psihosocijalnom funkcionisanju
odraslih osoba.Introduction: Presbycusis and tinnitus are very common conditions in elderly
people. There is a lot of evidence, based on self-assessment, that both of these phenomena
affect the quality of life and psychosocial functioning of persons. Most research has dealt with
these phenomena in isolation, so there is very little evidence of how these two conditions
work when they coexist.
Aim: The aim of this paper was to examine how tinnitus affects the Individual perception
of hearing handicap in people with presbycusis.
Methods: The sample consisted of 100 subjects of both genders with an average
age of 67.11. The sample was divided into two groups: E1 – subjects with presbyacusis
and tinnitus and E2 – subjects with presbyacusis without tinnitus. Two questionnaires were
used for data collection: the Questionnaire for collecting general socio-demographic data
and the Hearing Handicap Inventories for the Elderly.
Results: The results show that tinnitus significantly affects the individual perception of
handicap in persons with presbycusis in both emotional (E1 M=30,58; E2 M – 20.68; p=0,001)
and social functioning (E1 M =29.49; E2 M=22; p=0,006), as well as in the overall results (E1
M=60,05 E2 M=42,68; p=0,001).
Conclusion: Based on these results, it can be concluded that tinnitus, which is a
common entity in presbyacusis, is a very serious phenomenon that significantly affects
personal experience of difficulties in the psychosocial functioning of adults
Parental Stress of Children with Autism Spectrum Disorder During the Coronavirus Pandemic (COVID-19): Experience from Serbia
No full textObjective Taking care of children with autism spectrum disorder (ASD), as of children with other developmental disorders, is associated with greater parental stress. The aim of this study was to determine the prevalence and impact of integrative and co-morbid ASD-related symptoms on parental stress levels during the COVID-19 pandemic at four time points. Testing was performed during significant changes related to the state of the COVID-19 pandemic in Serbia.Methods The research sample included 67 parents of children with ASD 4 to 7 years and 6 months of age. The Autism Parenting Stress Index, Gilliam Autism Rating Scale - Third Edition, diagnostic criteria for ASD from DSM-5 and Wechsler Preschool and Primary Scale of Intelligence - Fourth Edition were used to assess the tested abilities.Results Core behavior (problems of social development and communication skills) as well as co-morbid behaviors related to ASD (tantrums, aggressive behavior, self-injurious behavior and difficulties with transitions) caused the highest degree of parental stress. Post hoc tests that used Bonferroni correction found that parental stress caused by basic and co-morbid behaviors gradually decreased from first to fourth measurement, respectively. Sleep and toilet training problems, as well as co-morbid physical problems, caused the greatest degree of parental stress during the first measurement. Measuring total parental stress caused by integrative and co-morbid symptoms related to ASD showed that it was at the highest level during the first measurement, decreased during the second measurement and remained unchanged during the third and fourth measurements.Conclusion Time, as a repeating factor, during the COVID-19 pandemic has an effect on lowering the levels of parental stress caused by all examined ASD-related domains. These results may be useful in creating individual programs to support parents of children with ASD during the COVID-19 pandemic
Phoneme recognition and confusions in patients with sensorineural hearing loss
Get PDFHearing impaired listeners show different phoneme confusions during speech recognition testing. The aim of the study was to analyze phoneme recognition in patients with sensorineural hearing loss during word recognition testing with monosyllable words, as well as, to compare consonant confusions in different vowel context. Recognition of 18 initial and final consonants was analyzed in a total of 698 presentations of the words. There were 1154 (82.7%) correct recognitions and 100 consonant confusions (7.2%). The patients did not response at a total of 71 presentations of the words which means that consonants in 142 cases (10.2%) were not recognized, nor confused. There are no consonant confusion patterns during suprathreshold testing with real words. In cases of phoneme confusions, listeners replace the stimulus word with another word from the lexical neighborhood. In terms of the vowel context, the consonants are the most easily identified in the context of the vowel /a/. © 2023, Institute for Human Rehabilitation. All rights reserved
Writing abstracts in english – guidelines for serbian authors
Get PDFAbstracts generally summarize key points of research studies, and as such,
their main purpose is to attract the attention of potential readers. Thus, they should be
well-written, concise, clear, and informative. This paper aims to provide basic
guidelines for writing a good abstract in English, focusing mainly on linguistic
aspects. Also, the paper addresses some common abstract-writing mistakes resulting
from Serbian-English language differences that are usually overlooked or
unrecognized by Serbian authors and available proofreading tools. The examples
come from a corpus of 71 abstracts written in English by Serbian authors for the 11th
International Scientific Conference Special Education and Rehabilitation Today in
2021. They illustrate some frequent errors, ways to correct them, and suggestions on
how to achieve greater clarity and coherence in English sentences. Both versions
(before and after the proofreading process) were analyzed. It was observed that
sentences and structures in English abstracts were significantly affected by the rules,
sentence patterns, and flexibility of the Serbian language.Ovaj rad je rezultat autorovog dugogodišnjeg iskustva kao lektora i prevodioca naučnih i stručnih radova. Cilj prvog dela rada je da navede kratke smernice za pisanje dobrih apstrakata na engleskom jeziku na osnovu pregleda literature. Uobičajene greške opisane i analizirane u drugom delu rada su one koje se često javljaju bez obzira da li autori koriste neke od dostupnih alata za lekturu ili prevodjenje. Iako ovi alati danas veoma uspešno ispravljaju tipične gramatičke greške (npr. upotrebu članova u engleskom jeziku), nude bolji izbor reči i kolokacija, pa čak i sugerišu kako razdvojiti rečenice i učiniti tekst konciznijim, često ne uspevaju da prepoznaju neadekvatan red reči ili upotrebu glagolskih vremena koji su direktno preuzeti iz drugih jezika. Na primer, alati za lekturu često neće ispraviti tipično srpski red reči u engleskoj rečenici, niti će ispraviti pogrešnu upotrebu sadašnjeg vremena u prikazu rezultata istraživanja. Nemogućnost alata za lekturu i prevođenje da prepoznaju naučni kontekst ili razumeju i analiziraju određenu temu može dovesti do neadekvatne upotrebe skraćenica, znakova interpunkcije i velikih slova. Stoga je ovaj rad usmeren na greške koje proističu iz razlika između srpskog i engleskog jezika, a koje autorima iz Srbije ili alatima za lekturu često promaknu ili ih isti ni ne prepoznaju
Self-assessment of the engagement of students with disabilities in the school context
Get PDFUvod: Angažovanje učenika u školi predstavlja stepen do kojeg se učenici ulažu, koliko
su motivisani i voljni da učestvuju u nastavnim i vannastavnim aktivnostima u svojoj
školi, što u velikoj meri ima uticaj na njihov budući akademski i profesionalni uspeh. Cilj:
Cilj ovog istraživanja je da se ispita samoprocena angažovanosti učenika sa smetnjama
u razvoju u školskom kontekstu. Metode: Uzorak istraživanja sastojao se od 148 učenika
sa smetnjama u razvoju, oba pola (61.5% dečaka), prosečnog uzrasta 13.9 godina, koji
pohađaju inkluzivne i osnovne škole za obrazovanje učenika sa smetnjama u razvoju i
invaliditetom. Za utvrđivanje angažovanosti korišćena je Skala angažovanosti učenika.
Rezultati: Dobijeni rezultati pokazuju da su kod većine učenika sa smetnjama u razvoju
bihevioralna i emocionalna angažovanost na višem nivou od kognitivne i da sa uzrastom
raste nivo angažovanosti na bihevioralnoj i kognitivnoj komponenti. Istovremeno,
na domenu kognitivno angažovanje statistički značajno više skorove imali su učenici
koji pohađaju škole za učenike sa smetnjama u razvoju i invaliditetom. Zaključak:
Bihevioralno, emocionalno i kognitivno angažovanje doživljava se kao potencijalno
efikasan odgovor na probleme koji se javljaju kod učenika sa smetnjama u razvoju i
trebalo bi ga uzeti u obzir prilikom prevencije problematičnih obrazaca koji se mogu
javiti u vezi sa školskim kontekstom.Introduction. Student engagement in school represents the degree to which students are invested, motivated, and willing to participate in curricular and extracurricular activities at their school, which greatly influences their future academic and professional success. Objective. The aim of our research was to examine the self-assessment of the engagement of students with developmental disabilities in the school context. Methods. The research sample consisted of 148 students with developmental disabilities, of both genders (61.5% boys), with an average age of 13.9 years, attending inclusive and elementary schools for the education of students with developmental disabilities. The School Engagement Scale was used to determine engagement. Results. The main results showed that in the majority of students with developmental disabilities, behavioral and emotional engagement was at a higher level than cognitive engagement and that the level of engagement in the behavioral and cognitive components increased with age. At the same time, students who attended schools for students with developmental disabilities had statistically significantly higher scores on the cognitive engagement domain. Conclusion. Behavioral, emotional, and cognitive engagement is perceived as a potentially effective response to problems that occur in students with developmental disabilities and should be considered when preventing problematic patterns that may arise in the school context
Perspective Chapter: Individual Support Services in Inclusive Education – Pros et Contras (Polemic)
Get PDFInclusive education needs constant support for its development and improvement.
It is a long and demanding process that requires many changes, both in society and
its attitude toward the rights and needs of all children to education, as well as in the
management of the education system, which certainly implies the provision of various
forms of support for inclusive education. From the position of an approach based on
human rights, requirements move in the direction of the complete derogation of all
segregated environments for children with disabilities; such attitudes are not emphasized on positive experiences in segregation (separate and stimulating education of the
gifted, for example). We cannot ignore the need for children with different abilities for
additional educational support. But is it reasonable to expect that teachers can respond
to all the challenges that inclusive education sets before them in the context of the
requirement to adapt the approach to the needs of each child? In polemic, we discuss
the power and weakness of mainstream schools to respond to the requirements of the
modern concept of inclusive education for all children and the need to keep professional individual educational support services for children who need them
Ставови глувих и наглувих средњошколаца према вршњацима са вишеструким сметњама и поремећајима
No full textСтавови се развијају од најранијег детињства и под утицајем су различитих фактора као што су социјални и културолошки фактори. Ставови глувих и наглувих средњошколаца према вршњацима са вишеструким сметњама и поремећајима значајно утичу на образовну и социјалну инклузију, социјалну партиципацију, социјални развој као и на квалитет живота вишеструко ометених средњошколаца. Испитивањем ових ставова можемо доћи до података који ће бити од користи за проналажење одговарајућих стратегија превенције негативних ставова према ученицима са вишеструким сметњама и поремећајима који похађају инклузивне школе.
Примарни циљ овог истраживања јесте испитивање ставова глувих и наглувих средњошколаца према вршњацима са вишеструким сметњама и поремећајима. Поред тога испитиване су разлике у ставовима ученика у односу на пол, школски успех и степен оштећења слуха. За процену ставова ученика типичне популације према вршњацима са развојним сметњама коришћена је скала CATCH (Chedoke-McMaster attitudes towards children with handicaps scale; Rosenbaum, Armstrong, & Wing, 1986). Узорак овог испитивања чинила су 34 глувих и наглувих ученика средње школе. Од укупног узорка 52,9% испитаника чинили су дечаци, док су девојчице чиниле 47,1% узорка, 58,8% испитаника чинили су глуви ученици, док је било 41,2% наглувих ученика.
Обзиром да је добијена поузданост овог инструмента испод прихватљивог нивоа, кришћење укупних скорова није прихватљиво. На већини ставки нису пронађене значајне разлике, ипак постоје одређене тврдње у погледу којих се одговори испитаника разликују. Овим истраживањем није потврђено да глуви и наглуви ученици имају позитивне ставове према вршњацима са вишеструким сметњама и поремећајима. Такође, није доказано да пол утиче на ставове, мада постоје тврдње где девојчице показују нешто позитивније ставове, али та разлика није статистички значајна. Као и код претходних претпоставки ни школски успех се није показао као значајни фактор у одређивању ставова.Attitudes develop from early childhood and are influenced by various factors such as social and cultural factors. The attitudes of deaf and hard-of-hearing high school students towards their peers with multiple disabilities and disorders significantly affect educational and social inclusion, social participation, social development, as well as the quality of life of multi-disabled high school students. By examining these attitudes, we can obtain data that will be useful for finding appropriate strategies for the prevention of negative attitudes towards students with multiple disabilities and disorders who attend inclusive schools.
The primary goal of this research is to examine the attitudes of deaf and hard of hearing high school students towards their peers with multiple disabilities and disorders. In addition, the differences in students' attitudes in relation to gender, school performance and degree of hearing impairment were examined. The CATCH scale (Chedoke-McMaster attitudes towards children with handicaps scale; Rosenbaum, Armstrong, & Wing, 1986) was used to assess the attitudes of students of the typical population towards peers with developmental disabilities. The sample of this study consisted of 34 deaf and hard of hearing high school students. Of the total sample, 52.9% of respondents were boys, while girls made up 47.1% of the sample, 58.8% of respondents were deaf students, while there were 41.2% of hard of hearing students.
Considering that the obtained reliability of this instrument is below the acceptable level, cross-referencing of the total scores is not acceptable. No significant differences were found on most of the items, however, there are certain statements regarding which respondents' answers differ. This research did not confirm that deaf and hard of hearing students have positive attitudes towards peers with multiple disabilities and disorders. Also, it has not been proven that gender affects attitudes, although there are claims where girls show somewhat more positive attitudes, but this difference is not statistically significant. As with the previous assumptions, school performance did not prove to be a significant factor in determining attitudes