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Parenting experiences of people with visual impairment
No full textBecoming a parent is a life goal for most individuals and it goes as well for individuals with visual impairment. The aim of this research was to explore the experiences of Serbian parents with visual impairment in raising children. This is a replication of the study conducted in the United States to compare the examined aspects of parenting with visual impairment under different socio-cultural conditions. Interviews were conducted with 33 parents with visual impairment who, at that moment, had at least one child aged between 6 and 25 years, living with them. Each researcher conducted a content analysis of the transcripts and the interviewer’s notes, respectively. Key points and themes were identified within three topical areas. The parenting challenges were primarily related to making the decision to become a parent, taking care of the child and helping their child become the best possible adult. Most practical difficulties were related to taking care of newborn babies, outdoor activities, and helping children with schoolwork. The parents overcame these difficulties with the help of family members and relatives, while no organized institutional support was available. From the point of view of the participants in the two studies compared, most topics within specific themes regarding parenting with visual impairment are similar. The differences identified in the perception of the socio-emotional and practical aspects of being a parent with visual impairment are assumed to be the result of socio-cultural differences and the available support level
Assistive Technology and Capacity Building for Inclusive Education: the Experience of Resource Centers in Serbia
No full textAs part of the effort to implement systematic change and promote inclusive
educational practices, the Ministry of Education of the Republic of Serbia and UNICEF
Serbia, with EU support, aimed to strengthen inclusive education by enhancing the
capacity of 13 Resource Centers to deliver assistive technology (AT) services.
Comprehensive training programs were co-developed with national and international
experts and delivered to 490 staff members across three progressive modules: BASIC,
ADVANCED 1, and ADVANCED 2. These programs introduced foundational AT concepts,
provided advanced practical skills, and addressed policy alignment for experienced
practitioners. Participants reported significant knowledge gains and increased confidence
in AT service delivery, with practical applications fostering stronger networks and
consistent practices among Resource Centers. The initiative highlights the importance of
tailored, collaborative training in achieving systemic improvements in inclusive
education, offering a scalable model for similar efforts in other contexts
Attitudes of parents of children with communication disorders toward augmentative and alternative communication
No full textRoditeljski stavovi imaju ključnu ulogu u uspešnoj primeni augmentativne i alterna
tivne komunikacije (Augmentative and Alternative Communication – AAC) kod dece
sa poremećajima komunikacije. Cilj istraživanja je bio da se utvrde stavovi roditelja prema AAC,
njihova informisanost, spremnost za primenu, prepreke u korišćenju AAC, kao i emocionalni i
društveni faktori koji utiču na percepciju i upotrebu AAC. U istraživanju je učestvovalo 50 roditelja
dece sa poremećajima komunikacije. Korišćena je posebno konstruisana skala stavova. Analiza
rezultata je pokazala da roditelji imaju umereno pozitivan stav prema AAC (M = 3.83, SD = 0.76).
Utvrđeno je da ispitanici imaju umeren nivo informisanosti i svesti o AAC metodama, kao i da
postoji potreba za dodatnom edukacijom. Takođe, pokazano je da je nedostatak vremena za
obuku bio najizraženija barijera za primenu AAC. Roditelji devojčica su imali pozitivnije stavove
prema AAC u poređenju sa roditeljima dečaka, dok su roditelji dece sa autizmom percipirali više
barijera u odnosu na roditelje dece sa drugim dijagnozama. Rezultati istraživanja ukazuju na
potrebu za dodatnom edukacijom roditelja i boljom sistemskom podrškom kako bi se olakšala implementacija AAC. Dalja istraživanja bi trebalo da ispitaju uticaj drugih faktora na stavove
roditelja prema AAS, kao i spremnost za korišćenje iste.Parents’ attitudes play a key role in the successful application of Augmentative and Alterna
tive Communication (AAC) in children with communication disorders. The aim of the research
was to examine parents’ attitudes about AAC, as well as their level of awareness, readiness for implemen
tation, barriers to using AAC, as well as emotional and social factors that influence the perception and use
of AAC. 50 parents of children with communication disorders participated in the research. A specially
constructed attitude scale was used. Analysis of the results showed that parents have a moderately posi
tive attitude towards AAC (M = 3.83, SD = 0.76). It was determined that the respondents have a moderate
level of information and awareness about AAC methods, as well as that there is a need for additional
education. It was also shown that lack of time for training was the most pronounced barriers to the im
plementation of AAC. Parents of girls had more positive attitudes towards AAC compared to parents of
boys, while parents of children with autism perceived more barriers compared to parents of children with
other diagnoses. Research results point to the need for additional parent education and better systemic
support to facilitate the implementation of AAC. Further research should examine the influence of other
factors on parents’ attitudes and willingness to use AAC
INTERVENTIONS PLANNED WITHIN THE FRAMEWORK OF THE ERASMUS+ ACCREDITATION PROGRAM FOR STUDENTS WITH AUTISM
No full textBearing in mind the importance of implementing evidence-based
stimulating interventions in daily work with children with autism spectrum
disorders, Elementary School “Sava Jovanović Sirogojno” from Zemun realizes
the goals set within the Erasmus+ accreditation program related to improving
the knowledge of special education teachers about the aforementioned
interventions. The aim of this paper is to offer a brief overview of evidence-based
interventions that are planned to be favored during the Erasmus+ accreditation
program in the School. To achieve the goal of this paper, the databases searched
included CINAHL, ERIC, Medline and APA PsycINFO. The paper explains
the main features of the guiding principles of effective interventions. Early
intervention comes first, followed by interventions aimed at alleviating
communication, behavioral and social difficulties, and then interventions in
the field of education and altered sensory input.Imajući u vidu značaj sprovođenja stimulativnih intervencija zasnovanih na
dokazima u svakodnevnom radu sa decom s poremećajem iz spektra autizma,
OŠ „Sava Jovanović Sirogojno” iz Zemuna realizuje ciljeve postavljene
u okviru Erazmus+ programa akreditacije koji se odnose na usavršavanje
znanja defektologa o navedenim intervencijama. Cilj ovog rada jeste da ponudi
kratki prikaz intervencija zasnovanih na dokazima koje su planirane
da budu favorizovane tokom realizacije programa Erazmus+ akreditacije
u Školi. Za realizaciju cilja ovog rada pretražene baze podataka uključivale
su CINAHL, ERIC, Medline i APA PsycINFO. U radu su pojašnjene
glavne crte vodećih principa efikasnih intervencija. Na prvom mestu je rana
intervencija, zatim intervencije koje se sprovode u cilju ublažavanja komunikacijskih,
bihevioralnih i socijalnih teškoća, a potom intervencije u domenu
obrazovanja i izmenjenog senzornog unosa
Self-efficacy of mothers of preschool children with visual impairments
No full textUvod: Samoefikasnost majki predstavlja uverenje da su sposobne da efikasno odgovore na zahteve roditeljske uloge i pozitivno utiču na razvoj svog deteta. Cilj: Cilj istraživanja je utvrđivanje odnosa između samoefikasnosti majki dece sa oštećenjem vida i sociodemografskih karakteristika (starost, obrazovni nivo, bračni i radni status). Metod: Uzorak su činile 42 majke dece sa oštećenjem vida i višestrukim smetnjama predškolskog uzrasta uključenih u programe rane intervencije. Za potrebe prikupljanja podataka primenjena je Skala za procenu samoefikasnosti roditelja u ranoj intervenciji (The Early Intervention Parenting Self-Efficacy Scale - EIPSES). Rezultati: Zaposlenost se izdvojila kao značajan činilac samoefikasnosti majki dece sa oštećenjem vida i višestrukim smetnjama. Zaposlene majke pokazale su veći stepen uverenja da su sposobne da odgovore na zahteve koje nameće uloga roditelja (p=.001), a istovremeno očekuju više od stručnjaka iz podrške (p=.006). Nije utvrđena statistički značajna povezanost doživljene samoefikasnosti majki sa starošću, bračnim statusom i stepenom obrazovanja. Zaključak: U budućim istraživanjima usmerenim na samoefikasnost roditelja dece sa oštećenjem vida i višestrukim smetnjama analizom bi trebalo obuhvatiti specifične oblasti njihovog angažovanja, kao što su spremnost za učenje Brajevog pisma, razumevanje potreba vezanih za vizuelno funkcionisanje i prilagođavanje okruženja, kao i neke karakteristike ličnost i međugeneracijske karakteristike roditeljstva.Introduction. Maternal self-efficacy refers to a mother’s belief in her ability to effectively meet the demands of the parental role and positively influence her child’s development. Objective. The aim of this study is to examine the relationship between maternal selfefficacy among mothers of children with visual impairments and various sociodemographic characteristics (age, level of education, marital status, and employment status). Method. The sample consisted of 42 mothers of preschool-aged children with visual impairments and multiple disabilities who were enrolled in early intervention programs. Data were collected using the Early Intervention Parenting Self-Efficacy Scale (EIPSES). Results. Employment emerged as a significant factor in the self-efficacy of mothers of children with visual impairments and multiple disabilities. Employed mothers demonstrated a higher level of confidence in their ability to meet the demands of the parental role (p = .001), and simultaneously had higher expectations from support professionals (p= .006). No statistically significant relationship was found between perceived maternal self-efficacy and age, marital status, or level of education. Conclusion. Future research on the self-efficacy of parents of children with visual impairments and multiple disabilities should include analyses of specific areas of parental involvement, such as readiness to learn Braille, understanding needs related to visual functioning and environmental adaptation, as well as certain personality traits and intergenerational characteristics of parenting
Enhancing family involvement assessment in inclusive preschool education: insights from a Serbian validation study of the family involvement questionnaire
No full textIn alignment with Sustainable Development Goal 4.2 (SDG4.2), this study aimed to examine the factor structure and internal consistency of the adapted Family Involvement Questionnaire (FIQ) within the context of inclusive preschool education. Confirmatory factor analyses conducted on a Serbian sample of parents (n = 451) indicated an inadequate fit with the original FIQ. Subsequent exploratory factor analyses revealed the expected three-factor structure with a reduced number of items and a different distribution across factors compared to the original FIQ. These findings suggest variations in family involvement across countries and educational contexts. Despite the removal of 14 poorly performing items, the three-factor structure with 20 reliable items showed convergence with the original FIQ and theoretical background. This study contributes to SDG4.2 by enhancing the assessment of family involvement in inclusive preschool education, laying the foundation for future research on its impact on children's development and learning outcomes. Findings also hold implications for construct validity research on the FIQ in other countries. A nationally validated family involvement tool can furnish policymakers with valuable data to address potential misconceptions about family involvement in preprimary education—an important aspect of achieving SDG4.2 and developing successful inclusive educational policies
Language comprehension and verbal memory in elderly people
No full textUvod: Smatra se da kod normalnog procesa starenja može doći do slabljenja određenih
jezičkih i kognitivnih funkcija. Cilj: Cilj ovog rada je utvrđivanje sposobnosti
razumevanja jezika i verbalnog pamćenja kod starijih ljudi. Metod: Uzorak se sastoji od
50 ispitanika, podeljenih u tri grupe. Prve dve grupe činili su stariji ispitanici, od kojih
prvu grupu 19 ispitanika od 66 do 75 godina, a drugu 15 ispitanika koji su imali od 76
do 85 godina. Kontrolnu grupu činilo je 16 ispitanika od 30 do 60 godina. Razumevanje
jezika procenjeno je Token testom (TT), a verbalno pamćenje Rejovim testom verbalnog
pamćenja (RAVLT). Rezultati: Stariji ispitanici koji su imali od 76 do 85 godina bili
su značajno lošiji na TT u odnosu na ispitanike od 66 do 75 godina (U = 79.50), kao i u
odnosu na kontrolnu grupu (U = 50.50). Obe grupe starijih ispitanika bile su statistički
značajno lošije na svih pet ponavljanja liste reči RAVLT u poređenju sa ispitanicima
kontrolne grupe. Takođe, mlađa grupa starijih ispitanika (od 66 do 75 godina) postigla
je bolje rezultate na prva četiri ponavljanja liste reči u poređenju sa starijom grupom
(od 76 do 85 godina). Nije utvrđena statistički značajna povezanost između postignuća
na TT i RAVLT-u ni u jednoj grupi starijih ispitanika. Zaključak: Starije osobe imaju
slabija postignuća na testu razumevanja jezika i verbalnom pamćenju u poređenju
sa ispitanicima mlađeg životnog doba. Sa povećanjem godina života uočava se pad
performansi na zadacima razumevanja jezika i verbalnog pamćenja.Introduction. In normal aging, certain language and cognitive functions may decline. Objective. The aim of this paper was to determine the ability of language comprehension and verbal memory in older people with normal aging. Method. The sample consisted of 50 respondents divided into three groups. The first two groups included older respondents. One group consisted of 19 respondents aged 66 to 75, while the other group included 15 respondents aged 76 to 85. The control group consisted of 16 respondents aged 30 to 60. The Token Test (TT) was used to assess language comprehension, and the Ray Auditory Verbal Memory Test (RAVLT) assessed verbal memory. Results. Elderly respondents aged 76 to 85 years were significantly worse on the TT compared to those aged 66 to 75 years (U = 79.50) and the control group (U = 50.50). Both groups of older respondents were significantly worse on all five repetitions of the RAVLT word list compared to the control group. Also, the younger group of elderly respondents (66-75 years old) achieved better scores on the first four repetitions of the word list compared to the older group (7685 years old). No statistically significant correlation was found between achievement on the TT and the RAVLT in any group of older respondents. Conclusion. Elderly people showed a decline in language comprehension and verbal memory. The decline is more prominent with ageing
Bullying victimization and life satisfaction among high school students
No full textBullying reflects repetitive and intentional acts of aggression that aim at harming a peer who
is weaker or in a more vulnerable social position than the bullying perpetrator. Experiences
related to bullying victimization are associated with short- and long-term negative outcomes
for students, and there is some evidence that bullying victimization may be associated with low
life satisfaction in adolescents. To investigate the relationship between bullying victimization
and life satisfaction among adolescents, 243 students from two high schools in Belgrade
(76.5% female) aged 14–19 years (M = 16.5; SD = 1.1) completed paper questionnaires.
Bullying victimization was assessed using the Delaware Bullying Victimization Scale, a sixpoint Likert scale with a total 16 items (α = .92) grouped into four subscales: Verbal, Physical,
Social/Relational and Cyberbullying. The total score is the sum of the three subscales - Verbal,
Physical and Social/Relational (it is recommended that the score for Cyberbullying is not
included in the total score), while separate scores were calculated for each subscale.
Adolescents’ life satisfaction was assessed using the Brief Multidimensional Students’ Life
Satisfaction Scale, a five-point Likert scale with 6 items (α = .77). The results indicate a weak
negative correlation between the experience of bullying victimization and life satisfaction,
meaning that high school students who are exposed to less bullying tend to have higher life
satisfaction (r (241) = -.15, p < .05). An examination of the forms of bullying shows that
exposure to social/relational (r (241) = -.18, p < .01) and physical bullying (r (241) = -.15, p <
.05) is negatively associated with life satisfaction, while no statistically significant correlation
was found between verbal (r (241) = -.08, p = .17) or cyberbullying (r (241) = -.08, p = .21)
and students’ life satisfaction. The obtained results emphasize the need for further research to
clarify the relationship between bullying victimization and adolescents’ life satisfaction by
including potential moderating or mediating variables. Additionally, they highlight the
importance of implementing appropriate interventions for students who are, or are at risk of
being, victimized to minimize negative effects such as life dissatisfaction
The role of parental attitudes and practices in shaping children’s motivation and achievement in mathematics.
No full textParental involvement in children’s education has been consistently associated with improved academic performance and enhanced intrinsic motivation for learning. However, the impact of parental involvement depends largely on the specific practices parents adopt, as not all approaches are equally beneficial. This study is part of a longitudinal project investigating
children’s motivation to learn mathematics. It aims to explore the relationships between parental attitudes and practices regarding children’s motivation for learning math and students’ math motivation, identity and achievement. Furthermore, the study examines whether these relationships differ between students in Grades 4 and 5 and between boys and girls. The sample comprised 1,591 students (53.8% in Grade 4; 49.1% female) and 1,167 parents. Students completed a questionnaire measuring their motivation to learn mathematics (28 items on a 4-point Likert scale, based on Expectancy-Value Theory), and math identity (6 items, e.g. I think I am a math person), and knowledge test (14 tasks based on TIMSS 2011 cycle). Parents completed a questionnaire assessing parenting practices (5 dimensions, 18 items, e.g. I tell my child to make time for learning math), attitudes toward mathematics (3 dimensions, 9 items, e.g. Math is applicable to real life), and mindset (2 dimensions, 8 items e.g. Every child can progress in math.), all rated on a 4-point scale. Regression analyses revealed that positive parental attitudes and practices aimed at fostering intrinsic motivation and the value had the strongest effects on student outcomes. Parental attitudes and practices were found to have the most significant effect on math achievement, followed by student motivation. Interestingly, the results reveal distinct patterns in the relationships between parental predictors, and the motivation and achievement of boys and girls. Overall, parental practices play a more significant role in influencing the motivation and achievement of girls, while parental attitudes have a stronger effect on boys' achievement. Additionally, differences were observed between students in Grades 4 and 5, with parental attitudes and practices having a greater impact on the older students. These findings are discussed in the context of supporting parents to provide unbiased, non-stereotypical support to their children, helping to sustain and enhance their motivation to learn mathematics
Prediktivni uticaj socio-demografskih karakteristika na adaptivna postignuća djece sa razvojnim poremećajim
No full textAdaptivno ponašanje definiše se kao skup konceptualnih, socijalnih i praktičnih vještina koje
ljudi uče i koriste u svakodnevnom životu. Cilj istraživanja bio je ispitivanje prediktivnog uticaja
socio-demografskih karakteristika (pola, obrazovanja roditelja, radnog i bračnog statusa roditel-
ja, prihoda porodice i broja braće i sestara) na adaptivna postignuća djece sa razvojnim
poremećajima. Istraživanje je sprovedeno na ukupnom uzorku od 94 ispitanika, oba pola, uzrasta
od 4 do 14 godina (9,22±2,79), koji je podijeljen u tri grupe. Prvu grupu činilo je 31 dijete sa
SJP; drugu grupu 30 djece sa PSA; treću grupu 33 djece sa LIO. Prikupljanje podataka o
individualnim karakteristikama ispitanika izvršeno je na osnovu socio-demografskog upitnika
koji je posebno konstruisan za potrebe ovog istraživanja. Za procjenu adaptivnih vještina
(konceptualnih, socijalnih, praktičnih) korišćena je Dijagnostička skala za procjenu adaptivnog
ponašanja (Pearson Patton & Mruzek 2016). Istraživanje je realizovano tokom 2020/2021.
godine u udruženjima za djecu i omladinu sa potrebom za posebnom podrškom, predškolskom
ustanovama, redovnim i specijalnim školama u Bosni i Hercegovini. Rezultati istraživanja su
pokazali da kod djece sa SJP nijedna od ispitivanih socio-demografskih karakteristika nije bi-
la značajan prediktor adaptivnih postignuća. Radni status majke bio je značajan prediktor
konceptualnog, pol i broj braće i sestara socijalnog, a obrazovni nivo majke praktičnog domena
kod djece sa PSA. Kod djece sa LIO, radni status majke izdvojio se kao najznačajniji prediktor
u konceptualnom domenu i ukupnom adaptivnom skoru na ABDS skali. Možemo zaključiti da
socio-demografske karakteristike kao prediktivne varijable ostvaruju različit uticaj na adaptivno
funkcionisanje u okviru različitih grupa djece