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Verbal and nonverbal communication of high school students with visual impairment
Get PDFKomunikacija predstavlja osnovni oblik ljudskog ponašanja tokom kog se vrši proces prenošenja
informacija, ideja, misli i stavova i u odnosu na cilj komunikacije može biti verbalna ili
neverbalna. Cilj rada je utvrđivanje uspešnosti srednjoškolaca sa oštećenjem vida u verbalnoj i
neverbalnoj komunikaciji i utvđivanje razlika u odnosu na sociodemografske kategorije. U
istraživanju je učestvovalo 30 srednjoškolaca sa oštećenjem vida (46.7% slepih, 53.3%
slabovidih), oba pola (56.7% ženskog pola), uzrasta od 15 do 19 godina (AS = 16.70, SD = 1.18).
Korišćena je prilagođena Skala za ispitivanje socijalnih veština za srednjoškolce (Social Skills:
A check list of important skills for those gratuading from high school). Rezultati su pokazali da
se srednjoškolci sa oštećenjem vida u odnosu na pol ne razlikuju u komunikaciji, ali se razlikuju
u odnosu na kategoriju oštećenja vida u neverbalnoj komunikaciji (F = 2.27, p < 0.05). Takođe
se ne razlikuju u odnosu na obrazovni smer, ali su se razlike pojavile u odnosu na uspeh u školi
tj. učenici sa odličnim uspehom su se pokazali bolji u verbalnoj komunikaciji (F = 5.06, df1 = 3,
df2 = 26, p < 0.05). Nalazi impliciraju da na razvoj oba vida komunikacije treba intenzivnije raditi
sa slepim srrednjoškolcima, ali i sa onima sa nižim školskim uspehom.Communication is a basic form of human behavior during which the process takes place of transmitting information, ideas, thoughts and attitudes and in relation to the goal of communication can be verbal or non-verbal. The aim of this paper is to determine the success of high school students with visual impairment in verbal and non-verbal communication. The study involved 30 high school students with visual impairment (46.7% blind, 53.3% visually impaired), both sexes (56.7% female), aged 15 to 19 years (AS = 16.70, SD = 1.18). For this study was used an adapted Social Skills Scale (Social Skills: A checklist of important skills for those gratuading from high school). The results showed that high school students with visual impairment do not differ in gender in communication, but differ in the category of visual impairment in nonverbal communication (t = 2.27, p < 0.05). They also do not differ in relation to the educational direction, but the differences appeared in relation to the success in school, actually students with excellent results proved to be better in verbal communication (F = 5.06, df1 = 3, df2 = 26, p < 0.05). The findings imply that the development of both types of communication should be done more intensively with blind high school students, but also with those with lower school success
Iskustva sa programom „Trening veština roditelja“ u Srbiji.
No full textU poslednjih nekoliko godina, dolazi do značajne promene paradigme u pogledu programa intervencija za
decu sa teškoćama u razvoju. Navedeni programi se sa tradicionalnog medicinskog modela pomeraju da
modele prilagođene individualnim karakteristikama deteta sa problemom u razvoju i njihovom okruženju,
ali istovremeno i samim roditeljima/starateljima i celokupnim porodicama. Istraživanja u različitim
zemljama sveta pokazuju da „Trening veština roditelja“ (engl. Caregivers’ Skills Training - CST) može
postati jedan od značajnijih programa u širokoj paleti intervencija. Program pokazuje značajne rezultate u
sferi razvojnih intervencija zbog lake implementacije, široke upotrebe, svog sveobuhvatnog i praktičnog
pristupa starateljima koji kroz program stiču veštine potrebne za rad sa sopstvenom decom kako bi im
adekvatno pružali razvojnu podršku. Od implementacije programa u Srbiji, program je prošao kroz dve
konsekutivne faze, pre-pilot i pilot. Kroz ove dve faze obučeno je ukupno 24 profesionalaca i 36 porodica
dece sa problemima u razvoju u četiri grada u Srbiji. Tokom perioda obuke, roditelji su popunjavali
upitnike procene razvoja deteta (ATEC) na početku i kraju programa, kao i upitnike zadovoljstva
sesijama i samim programom. Statistička analiza je pokazala da je došlo do značajnog poboljšanja u
domenima govora, jezika i komunikacije (z=-2.99, p˂0.05), ponašanja i opšteg telesnog zdravlja (z=6.00,
p˂0.01) dece nakon pohađanja ovog dvanaestonedeljnog programa. Reakcije roditelja prikupljane nakon
samih sesija su bile dominantno pozitivne. Preliminarni rezultati programa “Treninga veština roditelja” u
našoj zemlji su ohrabrujući. Da bi ovaj program postao preporučena intervencija za populaciju dece sa
poteškoćama u razvoju zasnovana na dokazima, potrebna su dodatna istraživanja na većim uzorcima
Socially desirable responses and attitudes towards people with intellectual disabilities in education and rehabilitation students
Get PDFUvod: Istraživanja sugeriraju da postoji veza između socijalno poželjnih odgovora
i stavova prema osobama s ometenošću. Ciljevi: Osnovni cilj istraživanja je ispitati
povezanost između ispoljene sklonosti studenata edukacije i rehabilitacije da daju
socijalno poželjne odgovore, ispoljene nelagodnosti i straha u interakcijama i učestalosti
kontakta sa osobama s intelektualnom ometenošću. Posebni ciljevi istraživanja su ispitati
da li postoje razlike u ispoljavanju socijalno poželjnih odgovora, nelagodnosti i straha i
učestalosti kontakta u odnosu na godinu studija i studijski program, ispitati povezanost
nelagodnosti i straha i učestalosti kontakta uz kontrolisanje socijalno poželjnih odgovora,
te utvrditi koje varijable utiču na ispoljavanje nelagodnosti i straha. Metode: Istraživanje
je sprovedeno na prigodnom uzorku od 100 studenata edukacije i rehabilitacije. Prvu
i drugu godinu pohađa 71.0% studenata, dok treću i četvrtu godinu pohađa 29.0%.
Specijalnu edukaciju i rehabilitaciju pohađa 58.0% studenata, Logopediju i audiologiju
27.0% i Poremećaje u ponašanju 15.0%. Rezultati: Postoji slaba negativna povezanost
nelagodnosti i straha sa sklonošću ka socijalno poželjnim odgovorima, učestalošću
kontakta i godinom studija. Korelacija između nelagodnosti i straha i učestalosti kontakta
statistički je značajna i onda kada se kontroliše socijalno poželjno odgovaranje. Razlike
ne postoje u odnosu na studijski program. U odnosu na godinu studija razlike postoje u
ispoljavanju nelagodnosti i straha, gde studenti prve i druge godine postižu najviši skor.
Najveći uticaj na ispoljeni nivo nelagodnosti i straha imaju sklonost ka davanju socijalno
poželjnih odgovora i godina studija. Zaključak: U budućim istraživanjima stavova prema
osobama sa ometenošću treba uzeti u obzir sklonost ka socijalno poželjenim odgovorima
i nastojati ga kontrolisati.Introduction. Research suggests a link between socially desirable responses (SDR) and
attitudes towards people with disabilities. Objectives. The main aim was to examine the
relationship between the expressed tendency of education and rehabilitation students to
give socially desirable responses, the expressed discomfort and fear in interactions, and
the frequency of contact with people with intellectual disabilities. The specific objectives
of the research were: to examine whether there was a difference in the manifestation
of socially desirable responses, discomfort and fear, and the frequency of contact with
regard to the year of study and the study program; to examine the relationship between
discomfort and fear and the frequency of contact while controlling socially desirable
responses; to determine which variables affected the expression of discomfort and fear.
Methods. The survey was conducted on a convenient sample of 100 students of education
and rehabilitation. Seventy-one percent of students attended the first and second year,
while 29.0% attended the third and fourth year. Fifty-eight percent of students attended
Special Education and Rehabilitation, 27.0% attended Speech and Language Pathology
and Audiology, and 15% attended Behavioral Disorders. The Scale for Social Desirability,
the Interaction with Disabled Persons Scale, and the Contact with Disabled Persons
Scale were applied. Results. The results showed a weak negative correlation between
discomfort and fear and the propensity to SDR, frequency of contact, and the year of
study. The correlations between discomfort and fear and the frequency of contact were
statistically significant even when socially desirable responses were controlled. There
were no differences with regard to the study program. The difference regarding the year
of study existed in the manifestation of discomfort and fear, where first and second-year
students achieved the highest score. The tendency to give socially desirable responses
and the year of study had the greatest impact on the expressed level of discomfort and
fear. Conclusion. Future research on attitudes towards people with disabilities should
consider the tendency towards socially desirable responses and try to control it
Definicije i klasifikacije emocionalnih i bihevioralnih poremećaja u sistemu obrazovanja i vaspitanja
No full textU sferi obrazovanja i vaspitanja koriste se posebne klasifikacije za učenike kojima je potrebna dodatna podrška. Primarni cilj ovih klasifikacija jeste da usmere i podstaknu obrazovno-vaspitne ustanove da postanu aktivnije u identifikaciji učenika sa emocionalnim i bihevioralnim poremećajima, a samim tim i da svim identifikovanim učenicima obezbede i pruže usluge i intervencije usklađene sa njihovim specifičnim potrebama. Cilj ovog rada je razmatranje karakteristika i implikacija sistema procene i klasifikacija emocionalnih i bihevioralnih poremećaja u sistemu obrazovanja i vaspitanja. Rezultati dosadašnjih istraživanja pokazuju da se učenici sa emocionalnim i bihevioralnim poremećajima u poređenju sa vršnjacima tipičnog razvoja, razlikuju po akademskim, socijalnim, emocionalnim i bihevioralnim potrebama. Takođe možemo zaključiti da veliki broj ovih učenika ostaje neidentifikovan u školskom sistemu, pa samim tim i bez adekvatne obrazovne podrške i pomoći. Na osnovu pregleda inostrane literature o ovoj problematici može se konstatovati da postoji potreba za kreiranjem univerzalne i opšteprihvaćene definicije i klasifikacije, kao i za primenom zakonskih rešenja kako bi se zaštitila prava i obezbedila adekvatna dodatna podrška učenicima sa emocionalnim i bihevioralnim poremećajima
Značaj utvrđivanja sredinskih faktora za kreiranje tretmana mucanja kod jednojajčane bliznakinje
Get PDFIntroduction. Stuttering is a speech disorder and its etiology is an interplay of genetic and environmental factors. Despite the absence of definite etiology understanding, there are numerous available treatments for stuttering. For some adult patients, the contemporary concept includes psychotherapist involvement concomitant with speech therapist. Case report. A 24-year-old girl, who is a monozygotic twin, has been stuttering from early childhood, while her twin sister has never exhibited a speech disorder. Since the role of genetic factors was evident (father stuttered too), the focus of this report was on environmental factors of physical and psychological development (slow development), as well as family psychodynamics (divorce of parents in early adolescent period and criticizing from her father for stuttering). The patient, as well as her family members, denied the significance of the symptoms, which could also explain the absence of early treatment. Conclusion. Unfavorable conditions of psychological development, as well as family psychodynamics could explain speech therapy starting at the age of twenty-four and being insufficient for symptom overcoming. Psychotherapy is indicated in the integrative part of treatment in this case of speech disorder.Uvod. Mucanje je govorni poremećaj čija etiologija podrazumeva međudejstvo genetskih i sredinskih faktora. Uprkos odsustvu konačnih odgovora o etiologiji mucanja, postoji više različitih terapijskih metoda. U nekim slučajevima lečenja odraslih bolesnika, savremeni model lečenja mucanja, pored logopeda, uključuje i angažovanje psihoterapeuta. Prikaz bolesnika. Prikazana je jednojajčana bliznakinja stara 24 godine, koja muca od ranog detinjstva, dok njena sestra bliznakinja nikada nije imala govorni poremećaj. S obzirom na to da je uticaj genetskih faktora bio očigledan (otac muca), fokus prikaza je usmeren na sredinske faktore fizičkog i psihičkog razvoja (sporiji razvoj), kao i na porodičnu psihodinamiku (razvod roditelja u ranom adolescentnom periodu i kritikovanje od strane oca zbog mucanja). Članovi porodice, kao i sama pacijentkinja, negirali su značaj simptoma, čime se može tumačiti i odsustvo ranog tretmana. Zaključak. Nepovoljni uslovi psihološkog razvoja kao i porodična psihodinamika mogu biti objašnjenje za početak logopedskog tretmana tek u 24. godini, kao i za njegove nedovoljno dobre rezultate. Psihoterapija je indikovana kao deo integrativnog tretmana kod govornog poremećaja ove pacijentkinje
Poremećaji gutanja u odnosu na lokalizaciju moždanih lezija
Get PDFSwallowing disorders (dysphagia) include difficulty in swallowing and controlling saliva, as well as feeding difficulties. These disorders affect all age groups from newborns to the elderly and can be the result of congenital abnormalities, damage of anatomical structures that affect swallowing, as well as various medical conditions. Dysphagia may be acute (eg. stroke) or may progress over time (eg. tumors and progressive neurological diseases). Numerous regions participate in the act of swallowing and they include precentral gyrus, postcentral gyrus, premotor zone, the supplementary motor area, operculum, insula, precuneus, prefrontal cortex, temporal lobe, cerebellum, brainstem, the frontal lobe, association areas, thalamus, and basal ganglia. It is extremely important to understand the swallowing process in order to further give an adequate approach in the treatment of disorders of this function.Poremećaji gutanja (disfagija) obuhvataju kako teškoće u gutanju i kontrolisanju pljuvačke, tako i teškoće prilikom hranjenja. Ove smetnje pogađaju sve starosne grupe, od novorođenčeta do starijih i mogu biti posledica kongenitalnih abnormalnosti, oštećenja anatomskih struktura, koje utiču na gutanje, kao i različitih medicinskih stanja. Disfagija može da bude akutna (npr. izazvana moždanim udarom) ili može da progredira tokom vremena (npr. izazvana tumorima i progresivnim neurološkim bolestima). Brojne regije učestvuju u aktu gutanja i uključuju precentralni girus, postcentralni girus, premotornu zonu, suplementarnu motornu zonu, operculum, insulu, precuneus, prefrontalnu areu, temporalni režanj, Mali mozak, moždano stablo, frontalni režanj, capsulu interna, asocijativna polja, talamus i bazalne ganglije. Od izuzetne je važnosti razumevanje procesa gutanja, radi daljeg planiranja adekvatnog pristupa u tretmanu poremećaja ove funkcije
Characteristics of mobile phone use in adolescents identified with mild intellectual disability who attend special schools in Serbia and their non-disabled peers in mainstream schools
No full textAccessible summary The aim of this research was to identify possible differences in how non-disabled adolescents and their peers identified with mild intellectual disability use mobile phones. The sample comprised 420 non-disabled participants and 67 participants identified with mild intellectual disability. Non-disabled adolescents used these devices more often than their peers identified with mild intellectual disability. Adolescents identified with mild intellectual disability should be encouraged to expand the use of mobile phones. Background Mobile phones are multifunctional devices which allow adolescents to belong to their peer group, communicate with them, and also expand their digital interactions. The aim of this research was to identify possible differences in the areas and ways of mobile phone use in non-disabled adolescents and their peers identified with mild intellectual disability of both genders. Materials and Methods The sample comprised 420 non-disabled participants and 67 participants identified with mild intellectual disability, aged 15-19 years in Serbia. Areas of mobile phone use were assessed through a questionnaire developed for this research, while the Mobile Phone Problem Use Scale was used to assess problematic mobile phone use. Results In all assessed areas, it was observed that non-disabled students used mobile phones more frequently, except in Skype video calls, which were used significantly more often by participants identified with mild intellectual disability. The obtained results demonstrate that girls used mobile phones more frequently than boys for schoolwork, daily communication with family and friends, fun activities, sending and receiving text messages, taking photographs, and making videos. With regard to problematic mobile phone use, a significant gender difference was observed only in the subsample of non-disabled participants where girls used mobile phones in a problematic way much more frequently. Conclusions Adolescents identified with mild intellectual disability should be encouraged to expand the use of mobile phones with appropriate monitoring and education so that their use does not become problematic
Typical errors in presenting concepts in textbooks for the first four grades of primary school
Get PDFThis paper offers a systematization of typical errors in presenting scientific concepts in textbooks for the first four grades of primary school. The subject of our analysis and systematization were presentations of concepts which deviate from or violate the internal cognitive and logical nature of a scientific concept, thus representing a source of potential difficulties for students in understanding scientific knowledge. Starting from Vygotsky's theory of the development of scientific concepts, as well as the general standards of textbook quality and a review of studies analyzing textbooks in this field, we have made a systematization of typical errors in the presentation of scientific terms. Five typical errors are explained and elucidated: a simple description of a phenomenon or the statement of its function, use or usefulness; a simple establishment of connections between a concept (word) and an object (image); offering ready-made phrases and scientific statements without relating them to a system of concepts; providing only typical examples or providing examples that lack variety, and presenting important and unimportant facts on the same level, without pointing out the differences. Every typical error is explained using examples from textbooks in which scientific concepts relevant to grades 1-4 are introduced (settlement, village, city, plants, relief, historical figure and birds). In the absence of scientific principles in presenting concepts in textbooks, their authors rely on implicit assumptions about concepts as phenomenal or factual kinds of knowledge. Due to the importance of acquiring scientific concepts for the cognitive development of the individual, the practical implications of the findings are that in textbook design but also in teacher education particular attention must be devoted to the area of teaching and learning scientific concepts.В статье систематизированы типичные ошибки изложения научных понятий в
учебниках для младших классов основной школы. Предметом анализа и систематизации являются способы изложения понятий, которые отклоняют или нарушают внутреннюю
когнитивно-логическую природу научного понятия и, таким образом, представляют собой
источник потенциальных трудностей, которые могут возникнуть у учеников при понимании
научного знания. Исходя из теории развития научных понятий Льва Выготского, общих стандартов качества учебников и обзора результатов научных исследований учебников, авторами
проведена систематизация типичных ошибок в изложении научных понятий. В статье приводится и объясняется пять типичных ошибок: простое описание явления или его функции,
использования или пользы; простое установление связи между понятием (словом) и предметом
(изображением); представление готовых фраз и научных высказываний вне связи с системой
понятий; задержка на представлении типичных примеров или недостаточного разнообразия
представленных примеров и изложение важного и неважного в одной плоскости, без указания
различий. Каждая типичная ошибка объясняется примером из учебника, в котором вводятся
научные понятия, относящиеся к младшим классам (поселок, деревня, город, растения, рельеф,
историческая личность, птицы). В отсутствии научных принципов в представлении понятий
в учебниках, авторы учебников полагаются на неявные предположения о понятии как явлении
или фактическом типе знания. Имея в виду важность усвоения научных понятий для когнитивного развития ученика, практическое значение выводов исследования состоит в том, что при
создании учебников, а также в образовании преподавателей, особое внимание следует уделять
преподаванию и изучению научных понятий.U radu se izvodi sistematizacija tipičnih grešaka u prezentovanju naučnih pojmova u udžbenicima za mlađe razrede osnovne škole. Predmet analize i sistematizacije su postupci prezentacije pojmova koji odstupaju ili krše unutrašnju saznajno-logičku prirodu naučnog pojma i time predstavljaju izvor potencijalnih teškoća koje učenici mogu imati u razumevanju naučnih znanja. Polazeći od teorije razvoja naučnih pojmova Lava Vigotskog, opštih standarda kvaliteta udžbenika i pregleda istraživanja analiza udžbenika u ovom domenu, napravili smo sistematizaciju tipičnih grešaka u prezentovanju naučnih pojmova. U radu je eksplicirano i pojašnjeno pet tipičnih grešaka: jednostavna deskripcija fenomena ili navođenje njegove funkcije, upotrebe ili koristi; jednostavno uspostavljanje odnosa između pojma (reči) i objekta (slike); izlaganje gotovih fraza i naučnih konstatacija izvan odnosa sa sistemom pojmova; zadržavanje na izlaganju tipičnih primera ili nedovoljna raznovrsnost izloženih primera i prezentovanje važnog i nevažnog u istoj ravni, bez ukazivanja na razlike. Svaka tipična greška je pojašnjena na primeru iz udžbenika u kojima su uvođeni naučni pojmovi relevantni za mlađe razrede (naselje, selo, grad, biljke, reljef, istorijska ličnost i ptice). U odsustvu naučnih načela u prezentaciji pojmova u udžbenicima, autori udžbenika se oslanjaju na implicitne pretpostavke o pojmovima kao pojavnoj ili činjeničkoj vrsti znanja. Zbog značaja usvajanja naučnih pojmova za kognitivni razvoj jedinke, praktične implikacije dobijenih nalaza su da se u konstrukciji udžbenika ali i u obrazovanju nastavnika posebna pažnja mora posvetiti oblasti nastave i učenja naučnih pojmova
Sexual violence at the universities in Serbia: raising awareness and developing innovative mechanisms of victim support - challenges and so far results
Get PDFResearch globally shows high levels of sexual violence (SV)
at universities, which encompasses a wide range of acts: verbal
comments and requests, non-verbal displays, quid pro quo acts,
unwanted physical contact and rape. It has serious consequences
for mental and physical health of students, including their
academic achievements. Few studies in Serbia suggest that SV is
present at the universities, but this topic is still under-researched.
Serbian universities are often underequipped to recognize SV
and provide support to victims; consequently, students are
not encouraged to report and seek assistance. In order to raise
awareness about SV at the universities and better equip Serbian
universities to prevent and tackle cases of SV and support
victims, Victimology Society of Serbia implement the project
Sexual violence at the universities in Serbia: Raising awareness
and developing innovative mechanisms of victim support. The
project consists of two parts: research aimed at gathering data
on extent and nature of SV against students at the universities
and existing university policies and care pathways, and evidencebased intervention aimed at building capacity of university staff
for proper response to SV cases, strengthening existing policies
16
and practices at the universities related to SV, and establishing
cooperation among universities and victim support services
in order to secure timely support for victims. Research was
conducted online from March to May 2021 on a sample of 1597
students in four university centers in Serbia. Data on students’
experiences of SV victimization, their awareness about SV and
existing mechanisms for assistance and support were collected.
The aim of the round table is to present the project, and to focus
on so far challenges and results through sharing experiences in
data collection, some methodological issues and preliminary
research findings, as well as challenges in developing and applying
mechanisms for addressing cases of SV against students
Procena socijalnog ponašanja dece sa cerebralnom paralizom
No full textСоцијално понашање је све оно што се учи посматрањем, имитирањем, интеракцијом са другима и обликује се кроз искуство, време и простор.
Циљ овог рада је био да се процени социјално понашање деце са церебралном парализом.
Истраживање је реализовано 2021. године у хуманитарној организацији Меџик Мејл (Magic Mail). Узорак је чинило 49 деце са церебралном парализом, оба пола (53,1% дечака), узраста од једне до 15 година. За потребе истраживања коришћен је Упитник снага и тешкоћа (The Strengths and Difficulties Questionnaire – SDQ). Упитник су попуњавали родитељи деце са церебралном парализом.
Резултати истраживања показују да нема статистички значајних разлика између полова када се у питању проблеми у понашању, присуству емоционалних симптома и проблеми са вршњацима. Такође, нису евидентиране статистички значајне разлике у појави проблема у понашању у односу на узраст деце и брачни статус родитеља.
Статистички значајне разлике добијене су на скали хиперактивности и скали просоцијалног понашања.Social behavior is everything that is learned by observing, imitating, interacting with others and being shaped through experience, time and space.
The aim of this study was to evaluate the social behavior of children with cerebral palsy.
The research was realized in 2021 in the humanitarian organization Magic Mail. The sample consisted of 49 children with cerebral palsy, both sexes (53.1% of boys), aged from one to 15 years. The Strengths and Difficulties Questionnaire (SDQ) was used for the research. The questionnaire was filled out by the parents of children with cerebral palsy.
The results of the research show that there are no statistically significant differences between the sexes when it comes to behavioral problems, the presence of emotional symptoms and problems with peers. Also, no statistically significant differences were recorded in the occurrence of behavioral problems in relation to the age of the children and the marital status of the parents. Statistically significant differences were obtained on the hyperactivity scale and the prosocial behavior scale