LIMITATIONS AND ADVANTAGES OF COMPUTER TECHNOLOGY IN COMMUNICATION OF PERSONS WITH IMPAIRED VISION |
Author : Gorica Kurtuma, Ševala Tulumovic, Hurma Begic |
Abstract | Full Text |
Abstract :Modern society requires a constant keeping up with innovative trends in the field of
information literacy and knowledge of new computer technologies. In order for each
individual to be fully integrated into social life, to progress in education and to socialize
successfully, it is necessary to master the basics of computer literacy. People with visual
impairments tend to fit into the educational and social environment with the help of computer
technology, but they mostly encounter difficulties due to insufficient knowledge of the
individual needs of each individual. It is necessary to ensure accessibility, equal conditions of
use for all persons and thus enable them to successfully establish and maintain
communication. |
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DEVELOPMENT OF FUNCTIONAL VISION IN CHILDREN WITH PERINATAL BRAIN DAMAGE |
Author : Sadmela Bratanovic, Amela Teskeredžic, Hurma Begic* |
Abstract | Full Text |
Abstract :The sense of sight plays a very important role in the life of every individual, since we receive
most of the information from the environment with the help of sight. Visually impaired
children have difficulty receiving information from the world around them. Lack of visual
experience can negatively affect their development. Timely examinations and assessments
will indicate the occurrence of various neurological disorders in children, if any are present.
A very common cause of neurological disorders is perinatal brain damage. Children with
perinatal brain damage often have difficulties in visual functioning and it is therefore very
important to assess functional vision in these children. If there are any neurodevelopmental
disorders in the child, it is important to start vision rehabilitation as soon as possible, in order
to effectively influence the improvement of visual functions.
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THE RIGHTS OF CHILDREN WITH DISABILITIES TO UPBRINGING AND EDUCATION IN CROATIA – FROM THE CATEGORIZATION TO THE INCLUSION |
Author : Katarina Šarcevic Ivic-Hofman |
Abstract | Full Text |
Abstract :In Croatia, as well as elsewhere in the world, the treatment of individuals with disabilities has
historically gone through a number of different phases, from direct discrimination to the final
recognition and enactment of various legislative regulations in education systems. The
earliest years of life are extremely important for the entire subsequent development of the
individual. The environment in which a child lives is a significant factor in the quality and
efficiency of its early development and subsequent progression. The increase in the number
of children who are identified as children with special educational needs has caught attention
of experts in many countries. This increase may be the result of an inadequate educational
system, as well as increased and more pronounced differences between children in today’s
schools. Identification of children with special educational needs brings about the need to
create a classification system, which is an issue that has been troubling experts for a long
time.
The paper wants to highlight that children with disabilities in Croatia are still perceived from
the standpoint of their disability, rather than their ability, and it is the experts who decide
about their schooling, their employment and, thus, their entire life. Even though there are
some good examples of successful inclusion of children with disabilities in the regular
preschool and school system, it still remains to be an issue. |
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SHADOW TEACHERS OPINIONS ABOUT THEIR JOB RESPONSIBILITIES |
Author : Anja Gajic, Bojana Arsic, Kristina Ivanovic, Sara Vidojkovic, Aleksandra Bašic, Dragana Macešic-Petrovic |
Abstract | Full Text |
Abstract :Parents of children with disabilities are eligible to apply for additional services to aid their
child in the education process. Parents frequently use the service of shadow teachers, but they
often end up unsatisfied with the service and change shadow teachers repeatedly. The aim of
this research is to a) examine shadow teachers beliefs about their obligations; b) determine
what are their obligations; c) determine what they believe is their level of proficiency in
different areas of shadow teaching position and d) determine the discrepancy between what
shadow teachers believe their job should be and what job obligations they were expected to
do while shadowing a child.
The instrument used was the survey distributed by Manansala & Dizon (2008), it was
translated into Serbian language and modified. The sample consisted of 36 students of
Faculty for Special education who currently work or have worked in the past as a shadow
teacher.
Since the sample consisted of shadow teachers who are also students of special education, it
is expected that most of the sample believe that they are very proficient in all job areas. There
was a huge discrepancy between what they believe is their job obligation and what their job
responsibilities are in all five areas. Future research implications and study limitations were
discussed. |
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METRIC CHARACTERISTICS OF THE TEST OF GROSS MOTOR DEVELOPMENT (TGMD 3) |
Author : Senad Mehmedinovic, Vesna Bratovcic, Edina Kuduzovic, Benjamin Avdic, Lama Kožljak |
Abstract | Full Text |
Abstract :The aim of this study was to determine metric characteristics of the Test of Gross Motor
Development (TGMD 3). The study included 146 children from Bosnia and Herzegovina aged 3-10,4 (6,80 ± 2,23 years; 46,6% male; 53,4% females). Based on the obtained research results it can be concluded that Test of Gross Motor Development (TGMD-3) has satisfactory reliability and internal consistency for children aged 3 to 10 years. Mutual correlations confirm the homogenity of the scale. Based on results of Kolmogorov-Smirnov test, Test of Gross Motor Development is not sensitive for subjects included in this study. The obtained
results of the confirmatory factor analysis of this model show a partial agreement of the assumed model with the data ( h
2= 108.17, df = 64, h2/ df = 1.69, TLI = 0.86, CFI = 0.72,
NFI = 0.72., RMSEA = 0.07 CI = 0.04-0.09). The data was analyzed with the SPSS 20 software (with the AMOS package). The limitations in the research are the respondents,
because due to the epidemiological situation caused by COVID 19, a convenience sample of respondents was selected. |
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ACTIVITIES OF DAILY LIFE OF CHILDREN AND YOUTH WITH CEREBRAL PALSY |
Author : Adis Zukic¹, Dževad Hadžic², Edina Kuduzovic, Dženana Radžo Alibegovic, Azra Kurtic, Benjamin Avdic |
Abstract | Full Text |
Abstract :The main goal of this paper is to determine the level of independence in performing daily
activities in children and youth with cerebral palsy who are included in the regular education
and rehabilitation program and to see their progress in relation to children and youth with
cerebral palsy who are occasionally included or not included in the education and
rehabilitation program. The research was conducted in the Center for Children with Multiple
Disabilities "Koraci Nade (eng. Steps of Hope)" in Tuzla as well as in practice with the
mobile team of the Centre. Total of 40 respondents were included. Respondents were divided
into two groups: respondents who were included in the program and respondents who were
occasionally or not at all included in the program. The results of the research indicate that the
respondents who were included in the regular program of education and rehabilitation
achieve better results in performing activities of everyday life in relation to the respondents
who are occasionally or not at all included in the program.
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THE POTENTIAL UTILITY OF THE CLOCK DRAWING TEST IN SPECIAL EDUCATION AND REHABILITATION |
Author : Sanela Slavkovic1, Ivana Ignjatovic, Sofija Višnjic |
Abstract | Full Text |
Abstract :This article aims to at analyze and point out the importance of the use of the Clock Drawing
Test for cognitive screening in special education and rehabilitation with reference to early
identification and adequate intervention for children and adults at risk, as well as to prevent
the occurrence and intensification of disabilities. Through the simplicity of the test
administration and scoring, as well as the great value of qualitative data based on the
observation of participants’ behavior while performing the given task this test has gained
popularity in research and clinical practice. On the other hand, in order to perform the given
task, it is necessary to activate complex cognitive functions such as visuospatial /
visuoconstructive skills and executive functioning. Given the difficulties in performing, the
Clock Drawing Test may be indicative of a potential cognitive inefficiencies in the specified
domains and/or executive dysfunctions, such as those related to the temporoparietal and
frontal lobe structures. In this regard, the present article aims to present and discuss the utility
of the Clock Drawing Test in children of different ages and types of developmental
challenges (attention deficit hyperactivity disorder, learning disabilities) as well as in adults
with multiple sclerosis, traumatic brain injury and dementia |
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TEACHING SHOELACE TYING TO A CHILD WITH AUTISM SPECTRUM DISORDER |
Author : Arsic Bojana, Anja Gajic, Aleksandra Bašic, Dragana Macešic-Petrovic |
Abstract | Full Text |
Abstract :Children with autism spectrum disorders (ASD) have difficulties in independent performance
of everyday tasks, therefore the aim of this study was to teach a child with ASD to tie
shoelaces by using a total task chaining procedure.
The participant was a ten year old boy diagnosed with ASD and the procedure used was total
task chaining. The task analysis was divided into 13 steps and the teaching procedure was
divided into two phases. Independent performance and generalization probes were also
conducted.
Total task chaining procedure was proven to be successful as a independence skills teaching
tool, as the child mastered this skill in only 15 sessions with 100% success. These results are
particularly significant in light of the demonstration of generalization by the participant, as he
will be able to use the skill in present and future. |
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