CEEOL - Browse Subjects Result

We kindly inform you that, as long as the subject affiliation of our 300.000+ articles is in progress, you might get unsufficient or no results on your third level or second level search. In this case, please broaden your search criteria.

Edukacja międzykulturowa Wietnamczyków w Polsce z uwzględnieniem dzieci z rodzin polsko-wietnamskich

Author(s): Paweł Zieliński / Language(s): Polish Issue: 19/2010

The article represents the problems of the development of historical and cultural Vietnam with the regard of the relationships with Poland, also explains understanding of the multicultural education in Polish pedagogy and presents investigations relating Vietnamese multicultural education in Poland. The special attention was dedicated the education children from PolishVietnamese families. The attention was also turned on the examples of thinking and workings characteristic for Vietnamese. The results of conducted investigations show on the incomplete realization of foundations multicultural education at the Polish school.

More...

PROCJENA ADAPTIVNOG PONAŠANJA

Author(s): Slađana Ćalasan,Nadica Jovanović-Simić / Language(s): Bosnian,Croatian,Serbian Issue: 2/2020

Understanding the construct of adaptive behavior and its evaluation is crucial for researchers and clinicians to successfully diagnose intellectual disability (ID), formulategoals and frameworks for education and rehabilitation, and focus on the essentialdimension of human functioning. Since the first standardized instrument for measuring adaptive behavior (1968) until today, over 200 different scales have been developed. However, just few of them completely met the following criteria: that they werebased on a three-factor structure of adaptive behavior (conceptual, social and practical skills), standardized on a representative sample of the tipical population, constructed specifically for the purpose of setting or excluding the diagnosis of ID andhaving good psychometric characteristics. Modern Adaptive Behavior AssessmentScales usually cover a wide range of respondents’ years, typically have alternativeinformant forms (parents and teachers), have been standardized on large samples ofrespondents recently, and there is evidence of their reliability and validity. Bearing inmind that adaptive behavior is what measures the scales for its assessment and thatit is probably the only definition that is generally agreed by all researchers, the aim ofthis paper is to provide insight into contemporary knowledge of adaptive behaviorassessment based on a review and analysis of available literature.

More...

PROCJENA RAZVIJENOSTI RAZUMIJEVANJA GOVORA I JEZIKA DJECE U PRVOM RAZREDU OSNOVNE ŠKOLE

Author(s): Elvira Mujkanović,Mediha Arnautalić / Language(s): Bosnian,Croatian,Serbian Issue: 2/2020

The first grade represents a turning point in every child’s life. The child is set goals and tasks for the achievement of which a proper physical, psychological and social development is needed. For a child to successfully communicate with the environment and peers and respond to the demands of school and society, a basic prerequisite is understanding and communication. Speech as a primary tool of communication is an important segment in the future life and work of the child. Speech learning and comprehension are mostly learned through listening, imitation and interaction. If any of these components are absent, communication with the environment will not be appropriate for the child’s age or the needs of the school system, and the child will lag behind peers. We must not forget the time we live in is the time of digitalization and smartphones. We are aware that children under the age of six have a poorly developed knowledge of their native language and that there are increasing occurrences of speech and language disorders, slow speech and language development, or underdeveloped speech by four-year-olds and five-year-olds. For these reasons, we wanted to examine the understanding of speech and language in groups of children in the first grade of primary school.

More...

ZAJEDNO UPLOVIMO U SVEMIR

Author(s): Rasema Begović Lukač,Merima Dramalija / Language(s): Bosnian,Croatian,Serbian Issue: 2/2020

Learning affects all traits of a person and causes relatively lasting changes in their personality. In elementary schools, among other things, knowing the basics of the Solar System is part of the compulsory education. However, when it comes to visually impaired students, teachers encounter some obstacles in explaining this topic. Therefore, the basic requirement in solving this problem is to adapt the methods and means to their specific sensing. The project “Let’s Dive into Space” is an idea for teachers that aims to help, first of all, blind and highly visually impaired students in mastering very abstract material for them. We wanted to provide, through a multidimensional approach, the best possible knowledge, understanding and creation of the image of space, while respecting the specific learning of children with visual impairments, their attention, perception and memory. In the development of a didactic model of the Solar System were used: natural materials, objects, models, drawings, written and audio recordings, as well as various teaching methods.

More...

VIDEO MODELING I VIDEO PROMPTING

Author(s): Anđelka Franjičić,Azra Grizović,Marija-Zorka Vasilj,Matea Visković / Language(s): Bosnian,Croatian,Serbian Issue: 2/2020

In the last couple of years, there are more developed methods which may be beneficial in tuition of people with disabilities. Video modeling and video prompting are two of the newer methods that are being used. These two methods showed to be sufficient, especially for people with intellectual difficulties and autism who are dealing with many challenges in the learning process (attention, receiving, sending and processing of information and memorizing them). The video modeling method is presented as a way of tutoring that is based on showing a short video, which serves as a pattern of a certain behavior or skill. On the other hand, there is a method of video prompting which is presented as a way of tutoring skills that is based on showing short video clips that show every step of a skill or behavior individually, and the person repeats everything that has been seen on the previous video clip. This method is being used for tuition of complex behaviors and skills. These two methods can be used for tuition of different behaviors, and also developmental functions such as language, self-care, social and academic skills, as well as adaptive behavior in general. This article shows their effectiveness, the key pre-skills that are needed for their usage, and the way of choosing the tasks, as well as steps and materials needed for creating video modeling and video prompting methods. Also, the results of a questionnaire are presented in this article which have made us choose this theme that is very important in education and rehabilitation.

More...

Characteristics of a history textbook intended for Slovak students with intellectual disabilities in the context of research

Author(s): Michal Veselei / Language(s): English Issue: 31/2022

The article describes a history textbook intended for students with intellectual disabilities in the context of current researches. Its focused on the position of the textbook in the educational process, basic functions of a history textbook and requirements for the history textbook. The article describes the ideal history textbook and its compare current textbook file, too.

More...

Uloga vannastavnih i izvanučioničkih aktivnosti u implementaciji obrazovne inkluzije u osnovnoj školi

Author(s): Adisa Milić,Arnela Borovac-Bekaj,Aldvin Torlaković / Language(s): Bosnian Issue: 1/2023

The school, as an educational institution, has the task of being in accordance with needs society and its time, which certainly represents a big challenge for the existing educational system system. It should be based on the development and upgrading of personal, natural and social potentials, skills, the development of competences, and thus implies the highest quality application of didactics practice in the process of upbringing and education. Contemporary tendencies of the educational process they emphasize the curriculum that is focused on the student, taking care of him interest, experience and needs. An inclusive approach to the educational process that will in addition to integration, it also offers educational inclusion, in this respect it is an indispensable part of it. With the work, we want to offer some new reflections on ways of implementing inclusion as well as the advantages that inclusion offers. According to the above, the goal of the research is to examine the opinion and attitudes of teaching assistants about the degree and method of involvement of students with development disabilities and participation in extracurricular and extracurricular activities in elementary school. The sample of respondents consists of 17 teaching assistants (VSS multidisciplinary team approved by the Ministry of Education KS) who worked on an inclusive process with 30 students who are worked with according to the IPP. A sample of variables constitutes a battery of tests to assess the effectiveness of extracurricular and extracurricular activities activities on socialization and skill development in children. Based on the analysis of the results of the conducted research, it can be seen that extracurricular and extracurricular activities give good results and have a positive impact on development socialization and skills in children. Build on the conducted research, it can be concluded that the role of assistants in classes of exceptional importance for the realization of the inclusive process, and that the model of extracurricular and extracurricular activities significantly improves the teaching process. The results of the implementation research can serve as a good basis for improving the reform in the inclusive process.

More...

Kvalitet života djece sa cerebralnom paralizom povezan sa zdravljem

Author(s): Amira Kurspahić-Mujčić,Amra Mujčić / Language(s): Bosnian Issue: 1/2023

Cerebral palsy is the most common physical disability in childhood. Children with cerebral palsy may show impaired quality of life compared to their typical peers. Understanding the determinants of quality of life gives us some insight into what factors may be important to consider for programs and interventions aiming to have an impact on quality of life of children with cerebral palsy.Through this transparent work, one will try to examine quality of life and determinants of quality of life of children with cerebral palsy. The PubMed database was searched. The key terms: health-related quality of life, children and cerebral palsy were used.In previous research, we have found that children with cerebral palsy had poorer quality of life than their peers without cerebral palsy. Physical well-being was poorest dimension of quality of life and associated with impaired motor function. Pain was common and associated with low quality of life on all domains. Some studies have found associations between pain and motor impairment severity and to adverse educational and social consequences. Pain is a significant challenge for individuals with cerebral palsy; current treatment or pain management plans might be insufficient.

More...

Stavovi nastavnika osnovne škole o uključivanju djece s teškoćama u razvoju u redovnu nastavu

Author(s): Nusreta Omerdić,Mediha Riđić,Samira Beba,Mersa Ćeleš / Language(s): Bosnian,English Issue: 1/2023

Inclusion of children with developmental disabilities into regular schools is a challenge of modern upbringing and education. Inclusive education requires the creation of changes in the educational system so that the system would be suitable for the educational needs of each student. This education begins with the idea that all students are capable of learning and contributing to school activities once they are provided with the appropriate understanding and support from all subjects of the teaching process, as well as society as a whole.The research we conducted aimed to examine elementary school teachers' attitudes about the inclusion of children with developmental disabilities in regular classes. The research sample consisted of 173 primary school teachers in the area of Travnik municipality. The results showed teachers support inclusion but believe that mainstream schools are still not adapted for children with developmental disabilities. It is necessary to ensure the continuous education of teachers For successful inclusion and to provide experts with an educationalrehabilitation profile as well as suitable teaching aids for teaching children with developmental disabilities.

More...

ATYPICAL DEVELOPMENTAL TRAJECTORIES AND SYMBOLIC ACQUISITION IN CHILDREN WITH ASPERGER SYNDROME. CASE OF CHILDREN AGED 4 TO 8 YEARS IN CAED-CAMEROON

Author(s): Estelle MEVO NOMO,Adolf MOTE / Language(s): English Issue: 1/2023

This contribution repositioned the debate on atypical developmental trajectories and symbolic acquisitions in children with Asperger syndrome. Atypical developmental trajectories are a mode of functioning and structuring governed by attitudes, atypical lines of conduct, gestures and even unconscious reflex movements that are clearly deviated from the developmental stage of the person. In childhood, the awakening of thought and learning in Asperger's syndrome involves a significantly different development. For (Damasio, 1995), individual genetic differences, the effects of age, experience, and especially the emotional factor account for much of the decision making. Data were collected from children with Asperger's Syndrome and their caregivers at the CAED. Analyzed using thematic content analysis, it appears that in ontogenetic development, neurocognitive determinants account for symbolic acquisitions in children with Asperger syndrome. To understand these atypical developmental trajectories, Thomas and Baughman's (2014) neuro-constructivism states that not all cognitive functions are damaged or maladaptive in Asperger syndrome. Furthermore, consideration of the interactive specialization of theories of cognition must be constrained by experimental data. Thus, the developmental a typicalities of children with Asperger's Syndrome are driven by the desire to open up to the world, to solve problems in a timely manner, hence the symbolic acquisition of retro and systemic proactivity.

More...

Consiliere și educație parentală pentru familiile copiilor cu dizabilități

Author(s): Oana Preda / Language(s): Romanian Issue: 2/2022

Parent counselling and parental education for families with disabled children. Generally, parental counseling and parental education is meant to develop parents’ potential to apply education methods in a personalized fashion in order to foster the social adaptation of children with disabilities as well as their school adaptation. For instance, as part of parental counselling, the speech-therapist is attentive for elaborate and propose on interactive guidance and on intervention techniques that allow them to observe parent-child interaction in various contexts where verbal communication is stimulated. Through such guidance, it is hoped that parents will develop their corrective-formative educational competences. Many researchers advocate for the establishment of the interactive guidance and the personalized programs for parental counselling and parental education, based on the “integrative ecological approach”

More...

ANALIZA ZNANJA I VJEŠTINA NASTAVNIKA U SJEVERNOJ MAKEDONIJI, SRBIJI I BOSNI I HERCEGOVINI U RADU S VIZUALNO OŠTEĆENIM UČENICIMA U REDOVNIM ŠKOLAMA

Author(s): Azur Kuduzović,Aleksandra Jakovchevska,Klimentina Gjorshovksa,Anita Dimitrievska,Radmila Vidović,Svetlana Vučković / Language(s): Bosnian Issue: 5/2023

This study aims to analyze the knowledge and skills of mainstream teachers in North Macedonia, Serbia, and Bosnia and Herzegovina for working with visually impaired students. The study is based on a survey conducted among teachers who work with visually impaired students in mainstream schools in the three countries. The survey aims to identify the level of knowledge and skills of teachers in the areas of visual impairment, teaching strategies, and assistive technologies. The study found that mainstream teachers in North Macedonia, Serbia, and Bosnia and Herzegovina have limited knowledge and skills in working with visually impaired students. The findings of the study highlight the need for a systematic approach to providing training and support to mainstream teachers in North Macedonia, Serbia and Bosnia and Herzegovina. The results of this study have implications for policymakers, educators, and researchers who are working towards creating an inclusive education system that caters to the needs of all students, including visually impaired students. The study contributes to the existing body of knowledge on the education of visually impaired students in the Balkan region and emphasizes the importance of mainstream teachers’ role in creating an inclusive education system.

More...

Supporting the social inclusion of children and young adults with IDD and psychiatric comorbidities: Autobiographical narratives of practitioners and academics from Europe

Author(s): Andrew Boyle,Sam Abdulla,Anna Odrowąż-Coates,Jude Tah,Julien-Ferencz Kiss,Rolf Magnus Grung,Margareta Ahlström,Lynne Marsh / Language(s): English Issue: 2/2023

The article provides a reflection on the social inclusion of children and young people with IDD and associated psychiatric comorbidity through the eyes of practitioners and academics from Norway, Scotland, Sweden, and Romania. Using an autoethnographic approach to share the first-hand experiences of supporting children and young adults with IDD from the perspective of experienced practitioners, telling their stories (individual case studies) and mapping the challenges and successes (best practice) through these professional narratives. The article also acknowledges psychiatric comorbidity in young people with IDD and how psychiatric disorders can impact social inclusion. The results of the self-reflection of active practitioners involved with complex disabilities may serve as a guide for others in sharing best practices and facing difficulties. It also shows the policy developments on a timeline of their practice. Practice-informed issues clinicians and support staff face may aid the training and share the knowledge with other experts. The value added is the interprofessional exchange created by the international contributors.

More...

ULOGA I ZNAČAJ VANNASTAVNIH AKTIVNOSTI ZA UČENIKE S TEŠKOĆAMA U RAZVOJU

Author(s): Edin Mujkanović,Mersiha Šahinbegović / Language(s): Bosnian Issue: 5/2023

The paper presents the extracurricular activities of students in all primary and secondary schools of Sarajevo Canton. The authors present the data with the names of the activities, the number of students who are involved in this type of educational work with special reference to the involvement of students with developmental disabilities. The goal of the work is to present the role and significance of extracurricular activities for students as a positive and good example of spending free time, which, at the same time, should be available and adapted to the needs and interests of every child in our schools. Pre-University Education Institute of Sarajevo Canton is making a step forward in this sense. Adopting the General Methodology document on the registration of extracurricular and special programs works in a targeted and systematic way, adapting extracurricular activities equally to all students. In the concluding remarks, the authors point out that extracurricular activities in schools are not sufficiently accessible to students with developmental disabilities. Accordingly, they also recommend adequate solutions for their inclusion in all extracurricular activities according to the child’s capabilities.

More...

DETEKCIJA I TRETMAN NEPOŽELJNIH OBLIKA PONAŠANJA UČENIKA U SPECIJALIZIRANIM USTANOVAMA

Author(s): Elvira Mujkanović / Language(s): Bosnian Issue: 5/2023

The competences of educators in specialized institutions and how diverse their work is often talked about. Special educators-rehabilitators and speech therapists are trained to work with children who fall into the category of children with developmental disabilities. The challenges they face on a daily basis are diverse and require lifelong learning due to the nature of the difficulties with which children come to institutions. An aggravating circumstance for a child’s work and progress in the educational field is often the presence of undesirable forms of behavior. The challenges faced by educators-rehabilitators and speech therapists are huge, because in addition to the educational role, there is also the therapist’s role, which needs to respond to the child’s health, social, educational, and only then educational needs. In this work, we tried to show how they deal with the problems that arise if children exhibit undesirable forms of behavior. Our goal was to examine educators-rehabilitators and speech therapists who work in specialized institutions about what types of undesirable forms of behavior they encounter, how often, and whether the institution where they work has teams and protocols for creating strategies for mitigating and eliminating undesirable forms behavior. The results we have come to show us that it is necessary to form teams in institutions and create a protocol for collecting data on undesirable forms of behavior, which would result in the development of strategies to mitigate and eliminate behaviors that hinder the work and quality education of children with developmental disabilities.

More...

СТАВОВИ НАСТАВНИКА ПРЕМА ИНКЛУЗИВНОМ ОБРАЗОВАЊУ И НИВО САМОЕФИКАСНОСТИ

Author(s): Renata Škrbić,Miljana Jovanovska,Ivana Matić / Language(s): Serbian Issue: 186/2023

At the primary school age, the education of children with disabilities largely depends on the teachers who are often mentioned as one of the key factors. The sense of inadequacy and negative attitudes are present in many cases, and they are often disruptive factors in the success of these children’s education. This research aims to determine the attitudes of teachers towards inclusive education and to determine if there is a connection between attitudes and teachers’ self-efficacy level. The research involved 70 teachers who filled out the Questionnaire of educators’ attitudes about inclusion – SINKL 2.0 and Teachers’ Sense of Efficacy Scale. The average value of the results was 3.59 out of a maximum of 5, and it is concluded that teachers’ attitudes are slightly positive. Teachers express the most positive attitudes on the Partial Inclusion subscale (M = 4.18), and when it comes to self-efficacy assessment, they are most satisfied with their efficacy in teaching strategies (M = 4.00). Тeachers rated their self-efficacy as relatively high, but there was no correlation between teachers’ attitudes and their self-efficacy level. The results of this research have contributed to understanding the concept of education for children with disabilities in Serbia.

More...

CHALLENGES OF INCLUSION FROM THE PERSPECTIVE OF PARENTS AND EDUCATIONAL WORKERS

Author(s): Elvira Mujkanović / Language(s): English Issue: 6/2023

The inclusion of children with developmental disabilities in the regular educational system is a process that is being developed and perfected. Accepting diversity and understanding the difference cannot be changed in a short time. It is an ongoing process, and it takes a lot of effort and time to achieve good results. When all actors of the inclusive process have similar views on inclusion, then we will be able to talk about acceptance, understanding and its successful implementation. Informing and educating students, teachers, and parents of children without disabilities is a good basis for developing inclusion and an inclusive society. Within the project "Educational - rehabilitation support for children with disabilities in inclusion", members of the Association for Support of Children with Developmental Disabilities "LALA" carried out workshops and lectures for students, parents and teachers. The goal of the project was to provide support to children with developmental disabilities, parents of children with developmental disabilities, as well as teachers in order to make the educational process as successful as possible for all actors of the inclusive process. After the workshops and lectures, we examined the views of parents of children with developmental disabilities and educators about inclusion and the challenges they most often face. The results of the research showed that both sides share the opinion that it is necessary to permanently work on information, education and communication between all actors of the inclusive process of upbringing and education with the aim of building an inclusive society.

More...

A highly sensitive child – a challenge for parents and teachers – a case study

Author(s): Agnieszka LESZCZ-KRYSIAK,Andrea WARDAL / Language(s): English Issue: 16/2023

This article aims to present the characteristics of a child with high sensitivity features (HSC) and his/her behaviour and functioning in various areas of everyday life. Moreover, the article analyses an individual case of a seven-year-old highly sensitive child and a teacher-educator with thirty years of experience in observing children in kindergarten and during early education. The research was in-depth with the results of surveys conducted among parents and teachers, which will be used to answer the question: How does a highly sensitive child cope and function in the home and kindergarten environment, and what are the ways to support his or her development in these contexts? The analysis of the collected material was used to propose methods of working with a highly sensitive child and the importance of cooperation between educators and caregivers to support such a child.

More...

The professionalisation of teachers’ professional activities towards equalising educational opportunities for students

Author(s): Gabriela Dobińska,Małgorzata Kosiorek / Language(s): English Issue: 16/2023

The subject of the undertaken analyses was the strategies used by teachers as part of bringing them closer to pedagogical expertise. The research aims to show the ways of defining professionalisation by the respondents. As a result, we were looking for the answers to how teachers perceive professionalism and what actions they take to achieve pedagogical expertise. The empirical material comprises 19 interviews with teachers implementing the International Baccalaureate Programme. The theoretical framework for us was symbolic interactionism. We used the procedures of grounded theory methodology. As a result, we reconstructed the strategies they use to approach pedagogical expertise. We managed to characterise the three main dimensions of striving for professionalism by international schoolteachers, i.e., achieving professionalism through relationships, staying up to date, and achieving formal gratifications.

More...

Equal Opportunities for Everyone in the Context of Teacher Competence in Academic Remote Education in the Times of Coronavirus

Author(s): Anna Kozuh / Language(s): English Issue: 16/2023

The article deals with the problem of teaching competencies in distance learning at the academic level in the context of equal opportunities. In this perspective, the article shows the successes and difficulties of distance learning among teachers and students. The article presents the results of a survey conducted on a sample of academic teachers after the first semester of compulsory distance learning during the coronavirus. The research concerned the assessment of the competencies necessary for the proper conduct of the remote academic education process. The objective of the study was also to diagnose the causes of successes and failures in the process of remote education in connection with the issue of teaching competencies of academic teachers. The text also introduces in-depth and expanded empirical research on this subject in the future, offering the reader a discussion of theoretical and practical significance. Showing the implications noticed in the research opens up new paths of remote work with students and new activities aimed at improving the teaching skills of academic teachers. Systematic conclusions and reflections may be handy for academic teachers in the following years of distance learning.

More...