Konceptualizácia pojmu sociálne znevýhodňujúce prostredie

Author(s): Iveta Kovalčíková,Jozef Džuka / Language(s): Slovak Issue: 1/2014

The paper tackles the insufficient definition of concepts used to delineate adverse social conditions in educational discourse. The authors compare the use of related, but not synonymic concepts from the field of sociology. An alternative way to label these conditions is proposed, namely „socially disadvantaging environment“ and for a child stemming from such conditions „a child from socially disadvantaging environment“. The authors define these concepts and discuss various aspects of socially disadvantaging environment in the conclusion – political, social, economic, educational and psychological.

Okul Öncesi Öğretmenlerinin Farklılıkların Yönetimine İlişkin Algıları

Author(s): Sultan Bilge Keskinkılıç Kara,Erhan Alabay / Language(s): Turkish Issue: 2/2016

The aim of this study is find out whether or not there is a significant difference in preschool teachers’ perceptions of Diversity Management based on some independent variables. From among the quantitative research patterns, descriptive survey model was employed in this research. The sample group of the research was composed of a total of 211 preschool teachers employed in public and private preschools within the borders of Sancaktepe and Sultanbeyli districts of İstanbul Province. Diversity Management Scale was used so as to identify Diversity Management perceptions of preschool teachers. The result of the study indicated that whereas there was no significant difference in Diversity Management perceptions of preschool teachers depending upon their gender and the number of teachers employed in their institution, a significant difference was discovered depending upon the variables of educational background, professional seniority, employment period of time in the institution and school type.

ДОПОЛНИТЕЛНА ПОДДРШКА ЗА ДЕЦА СО ПРЕЧКИ ВО РАЗВОЈОТ

Author(s): Natasha Bogoevska,Sunčica Dimitrijoska,Svetlana Trbojević / Language(s): English,Macedonian Issue: 13/2017

The system of social, health and educational protection of children with disabilities in the Republic of Macedonia experience ongoing changes. The main goals of the reforms are harmonization of the Macedonian legislation with international standards, as well as improvement of the position of the disabled person in society through social and labour inclusion. Besides the traditional forms of protection of disabled children, there are attempts for introduction of new measures and activities targeting disabled children which will enable a higher degree of social and health protection, social involvement, regular school attendance and better achievements in the educational process. The current situation shows that there is no integral legal text that fully regulates the rights of disabled persons. On a contrary, rights for disabled persons and children with impairments in the development are legally regulated in number of laws and bylaws. The conducted researches point out to certain weaknesses in the existing legal and institutional framework, as well as in the process of its implementation. There are several limitations even in the first phase of identification and assessment of children with impairment. Some of them are systematic and occur as a result of the different practices of the bodies responsible for the assessment of disabled children and in the exclusive use of the medical model of assessment. Some of the reasons for insufficient level of protection of disabled persons and their families are located in the inappropriate material assistance, lack of institutional structures such as local services for support.The society recognizes the need for in-depth reforms in the system of support of persons with disabilities. A number of activities, mainly supported by international organizations, are in the process of implementation and required sustainability through provision of state ownership. In that regard, by applying the measures of additional support for persons with disabilities the process is moving towards providing a holistic approach in overcoming of existing problems. The precondition for successful response to identified shortfalls is the development of a whole range of services in the local community delivered by multi-sectoral cooperation.

KOVALČÍKOVÁ, I.: Kognitívna pedagogika 1. Kognitívne determinanty edukačného procesu. Hypotetické, deduktívne a inferenčné myslenie. Prešov: Vydavateľstvo Prešovskej univerzity, 2017. 104 s. ISBN 978-80-555-1814-5.

Author(s): Bibiána Hlebová / Language(s): Slovak Issue: 2/2017

HRABALOVÁ, J.: Dech, hlas a řeč od praxe k teorii a zpět. Brno: Janáčkova akademie múzických umění, 2016. 188 s. ISBN 978- 80-7460-096-8.

Author(s): Lenka Dzidová / Language(s): Czech Issue: 2/2017

NORAH FREDERICKSON, TONY CLINE.: Special Educational Needs, Inclusion and Diversity. Open University Press. McGraw Hill Education, England. Third edition, 2015. 713 p. ISBN 13:978-0-33-526290-8.

Author(s): Miron Zelina / Language(s): Slovak Issue: 2/2017

Správa z ukončeného grantového projektu APVV-0281-11 Exekutívne funkcie ako štrukturálny komponent schopnosti učiť sa: diagnostika a stimulácia (2012 – 2015)

Author(s): Iveta Kovalčíková / Language(s): Slovak Issue: 2/2017

Spomíname na profesora Štefana Vašeka

Author(s): Bibiána Hlebová / Language(s): Slovak Issue: 1/2017

Portuguese Sign Language Acquisition in Pre‑School Children with Hearing Impairment in Northern Portugal: an Exploratory Study

Author(s): Teresa Rodrigues,Anabela Cruz-Santos / Language(s): English Issue: 1/2017

This exploratory study aims to analyse the oral vocabulary and/or sign language in children with different types and degrees of hearing impairment (HL) in order to understand what primary language is chosen by these children. For such independent variables will be considered: age, gender, the type and degree of HL. An assessment tool, the Semantic Naming Battery (SNB) was developed to assess language. The SNB consists of 100 words and corresponding pictures existing within the two categories (nouns and verbs),with the aim of assessing the acquisition of the lexicon and the choice of first language, Portuguese Language (PL) or the Portuguese Sign Language (PSL). This choice will be made after the children have been exposed to both languages (PL and PSL). The dependent variables considered will be the battery raw results. The sample consisted of ten pre‑school children, aged between four and five years’ old who attend an inclusive pre‑schoolof reference for children with HL, in Northern Portugal. The results of this study indicate that: a) children with moderate HL spontaneously named 80 % and children with severe HL named 79 % of the vocabulary, using the PL and PSL simultaneously, it was also verified that when using only one language, children with moderate HL use oral language and severe HL use sign language; b) there are statistically significant differences in the acquisition of new signs or the development of oral language according to the language they use less, after a year in pre‑school; c) the type and degree of HL influence the choice of the child regarding their first language, specifically, children with moderate HL use more often PL and children with severe HL use PSL; and d) in relation to acquisition of new signs or new words, there was a progressive increase in the performance of children with moderate and severe HL, showing a decrease in the use of cues (visual, semantic and/or phonological) provided to children if they have difficulties in naming the target word.

Vzťah ku škole a školskej práci z pohľadu žiakov zo sociálne znevýhodneného prostredia z rómskeho etnika

Author(s): Taťjana Búgelová,Dominika Lacková / Language(s): Slovak Issue: 1/2017

Authors of the paper focused on the comparison of elementary school pupils’ attitude towards a scholl as an institution and a school work depending on different social‑cultural environemnts. Moreover, part of the study was to examine the parental attitudes towards school from their children´s point of view. Research sample consisted of 139 pupils in age 10 till 15 years, 69 children form sically disadvatanged backgrounds and 70 pupils from standard family environement. For the research requirements 2 research tools were used: modified version of Assessment of attitude towards school (Vágnerová, 2003) and Assessment of family’s attitude towards school and teachers (Vágnerová, Klégrová, 2008). Results have shown no significant differences in both groups of pupils in their attitude towards school and school work in pupils of lower grades, which means equal motivation in both groups. Older boys from socially disadvantaged backgrounds seemed completion of compulsory schooling as the final stage of their education more frequent, as students of standard population.

VISUAL IMPAIRMENTS IN CHILDREN WITH CEREBRAL PALSY

Author(s): Sonja Alimović / Language(s): English Issue: 1/2012

Cerebral palsy (CP) is the neurological developmental disorder mainly affecting motor abilities. Considering the high rate of associated impairments even the definition of CP is revised and changed. Visual impairment is one of the most common associated impairment. Unfortunately, it is often unrecognized and considered to be a normal consequence of motor problems. Sense of sight is most important for early child development, motivation, learning through imitation. It is, therefore, indispensable to know about visual problems of children with CP and possibilities of facilitating visual functioning in different situations. Early comprehensive, multidisciplinary assessment must be done whenever the child is at risk for developing neurological dysfunction. This review gives informations about incidence and kind of visual problems in children with cerebral palsy

DVOJEZIČNO OBRAZOVANJE GLUHE DJECE

Author(s): Sandra Bradarić-Jončić,Bojana Kolarić / Language(s): Croatian Issue: 1/2012

This paper considers theoretical, as well as some practical aspects of bilingual education of deaf children: the main research results in the area of bilingualism in hearing people (definitions and types of bilingualism, language development in bilingual children, advantages of bilingualism), the onset of the idea of sign bilingualism, the application of bilingual models to sign bilingualism, differences between bilingualism of hearing and deaf children, cultural aspects of sign bilingualism, principles of bilingual education of deaf children, as well as itspractical aspects during the preschool and school period.

POVEZANOST SAMOODREĐENJA I KVALITETE ŽIVOTA U ZAJEDNICI KOD OSOBA S INTELEKTUALNIM TEŠKOĆAMA

Author(s): Bojana Rožman / Language(s): Croatian Issue: 1/2012

Contemporary views on the provision of community-based supported housing services for people with intellectual disabilities are based on a person centered approach, social inclusion, self-determination, and respect for human rights. The presented study analyzed the correlation between the latent areas of quality of community life and self determination in the daily lives life of people with intellectual disabilities receiving community-based supported housing services . The study sample included people with intellectual disabilities (N=62) aged 21 - 64years. Thepresence ofdesired outcomes in the lives ofpeople with intellectual disabilities was investigated using the Questionnaire ‘’Life in the Community” (Rozman, 2008). The possibility for self-determination was investigated using the Questionnaire ’’Self-determination in Everyday Life ’’ (Rozman, Poslon, Spuren, Petrovic, Cicic, Budimic, 2008). The results of the quasicanonical correlation analysis point to a positive correlation between the latent areas of quality of community life and self determination in the daily lives ofpeople with intellectual disabilities. One can therefore conclude that there is a positive correlation between people with intellectual disabilities living in the community achieving desired outcomes and being able to chose and make decisions in everyday situations. These results are meaningful because both areas are ultimately concerned with the possibility of choice, lifestyle choices on one hand and on the other hand daily living choices. The results support the approach that community-based supported housing services should provide person centered services and support theperson to lead a selfdetermined life in the community.

SELF-CONCEPT AND SOCIAL SUPPORT AMONG ADOLESCENTS WITH DISABILITIES ATTENDING SPECIAL AND MAINSTREAM SCHOOLS

Author(s): Manca Seničar,Darja Kobal Grum / Language(s): English Issue: 1/2012

The main research goal was to investigate the self-concept, self-esteem and social support among adolescents with special needs, concentrating on the differences between adolescents who are attending regular schools and those who receive their education in special institutions. Participants filled in three questionnaires: Self-description Questionnaire (Marsh, 1992), Self-Liking/Competence Scale (Tafarodi and Swann, 2001) and Child and Adolescent Social Support Scale (Malecki, Demaray and Elliott, 2000). The results show that the educational institution and type of disability affect students ’self-concept, self-esteem and social support, while parents’ disability only has a minor influence on these characteristics. Positive correlations between types of self-concept and social support can also be observed. The results therefore show inclusion’s positive effect on students ’ personal and social functioning: students attending inclusive education have better self-concepts and receive more social support than students attending special schools.

ANGAŽMAN MAJKI DJECE S TEŠKOĆAMA U RAZVOJU U SVAKODNEVNIM AKTIVNOSTIMA

Author(s): Dajana Bulić,Ines Joković Oreb,Branko Nikolić / Language(s): Croatian Issue: 2/2012

The focus of this research was to investigate mothers ’ time involvement in everyday activities of children with developmental difficulties. The purpose of the research was to determine the involvement of parents, relatives and others in the activities of everyday life. The research proceeds from the hypothesis that more time is demanded for helping a child with multiple disabilities with everyday activities. The goal of the research, therefore, was to determine the time involvement in everyday activities of a mother of a child with developmental disabilities. The original hypothesis was that the time involvement in the activities of everyday life of mothers of children with developmental disabilities is significantly greater than that of mothers of children with typical development. This hypothesis was tested on a sample of 30 subjects (15 mothers of children with multiple disabilities, 15 mothers of children with typical development). The children were divided according to chronological age into three groups (YOUNG: 6-12 months old, MIDDLE: 1—3 years old, OLD: 3-5 years old). A research instrument with which everyday activities were tested was designed for the purpose of this study. The basic statistical parameters were calculated for each of the variables using the Kolmogorov-Smimov test. Factor analysis was applied, and differences between the subjects were investigated using robust discriminant analysis. The research clearly shows the difference in the involvement and the number ofactivities performed by mothers in families with children with developmental disabilities compared to the involvement of mothers in families with children with typical development (without developmental disabilities). In the majority of cases care for the child was assumed by the mother; she performs almost all of the activities connected with the child both in families with children with developmental disabilities and in families with children with typical development. It was confirmed that a mother of a child with developmental disabilities statistically spends more time in everyday activities than a mother of a child with typical development. In families with children with typical development child growth and development occurs spontaneously, without difficulties, and greater parental involvement is unnecessary. The research model and the results obtained confirmed the original hypothesis and enable a further conceptualisation of research in the field of special education and rehabilitation.

MJERE JEZIČNOG RAZVOJA KAO POKAZATELJI POSEBNIH JEZIČNIH TEŠKOĆA

Author(s): Maja Kelić,Gordana Hržica,Jelena Kuvač Kraljević / Language(s): Croatian Issue: 2/2012

In research and clinical practice language development can be described by two basic methods: scores on psychometric test and calculating basic measures of language development. The other method should have a high applicability where there is low possibility of psychometric testing, like in Croatia where only few standardised tests are available. The aim of this research was to compare basic measures of language development in three groups of participants. First group consists of participants with special language impairment (SLI). Participants in second group have typically developing language and are matched with SLI group by chronological age. Third group is also typically developing, but with lower chronological age. Same pictorial material was used to elicitate narration in all three groups of participants. Language samples were taken, transcribed, coded and used for calculating basic measures of language development (mean length of utterance in words, type-token ratio, lemma-token ratio and others). Results showed that basic measures of language development differentiate among groups ofparticipants: measures on the level of utterances and discourse showed statistically significant difference between SLI group and chronologically matched group with typical language development, but did not showed such difference between SLI group and younger group with typical language development. Measures of lexical development show similar tendencies.However, with lexical measures, other factors, such as elicitation material and the type of sampling should be taken into account. Overall, results suggest that basic measures of language development can describe language status. More frequent usage of such measures in clinic and research should enhance the amount of data and enable more precise and reliable application of this type of language profiling.

UČINAK RANOG INTEGRACIJSKOG PROGRAMA NA MOTORIČKI RAZVOJ DJETETA S NEURORAZVOJNIM RIZIKOM

Author(s): Tomislav Ljutić,Ines Joković Oreb,Branko Nikolić / Language(s): Croatian Issue: 2/2012

On the account of unexpected psychomotor development of infant with neurodevelopmental risk, the early diagnostic of neurodevelopmental impairments, time, multidisciplinary follow-up and early habilitation is very importunât. The plasticity of child brain is neurophysiogic base of early habilitation. The plasticity of newborn brain give us opportunity to prevent the permanently psychomotoric impairments in imperilled child via early neurodevelopmental and habilitation programs. The purpose of this study was to examine the influence of early intervention programs on motor development in a child with neurodevelopmental risks. The variables of Denver Developmental Screening IT Test (DDST) and Gross Motor Function Measure (GMFM - 66) are used in order to evaluate psychomotor development. The starting hypothesis assumes that the application of early integration program for the child with neurodevelopment risk will result with improvement in all defined variables. The habilitation program was consist of neurodevelopmental treatment, sensory integration, components of oral-motor stimulation, preverbal skills and speech and stimulation of cognitive developmentfor six subjects (three females and three males) within first year of life. The evaluation was carried out by component analysis of the status changes of a child, which is described over the group of quantitative variables registered through a series of 14-20 equidistant time points.This way of data processing is based on the INDIFF algorithm. The main component of changes in GFMF test was defined as general factor of motor development improvement, and the main component in Denver test was defined as general factor of gross motor improvement. Both components show progress in psychomotor development in child with neurodevelopmental risk The achieved results show that the starting hypothesis can be accepted, since significant positive changes were observed in all subjects.

ULOGA EMPATIJE U SOCIJALIZACIJI DJECE S TEŠKOĆAMA U RAZREDNIM SREDINAMA

Author(s): Aldo Špelić,Đeni Zuliani / Language(s): Croatian Issue: 2/2011

Inspired by research about the positive effects of inclusion of children with disabilities into regular classroom with children of typical development, in this research we have investigated 1) whether there is a difference in the empathy of children who were in the same classroom with children with disabilities during the three or four years of elementary school education and those children who did not have this experience, 2) what the acceptance of children with disabilities in their classroom is and whether there is a difference in empathy of typical children with regard to the acceptance of children with disabilities, and then 3) whether typical children selected by children with disabilities vary in emphatic characteristics in contrast to others. The study included children of one III and two IV (N = 41) grade classrooms in which children with disabilities were included and children of one III and two IV (N = 42) grade classrooms in which children with disabilities were not included. The results obtained in our example show that (1) children in whose classroom children with disabilities were included have significantly lower levels of empathy compared to children who did not have this experience, then (2) children with disabilities in their classrooms are ‘stars of refusing ‘ and children who do not accept children with disabilities show significantly lower levels of empathy in relation to others, and (3) children elected by children with disabilities show significantly lower levels of empathy in relation to others. These results which indicate that the inclusion of children with disabilities in regular classroom environment have brought specific problems in socialization and in developing empathy for typical children and children with disabilities are explained by a lack of previous preparation and training of both children groups that would enable positive outcome of educational integration.

RAZLIKE U PROCJENAMA ADAPTIVNOGA PONAŠANJA DJECE S TEŠKOĆAMA U ŠKOLSKOM OKRUŽENJU

Author(s): Anamarija Žic Ralić,Daniela Cvitković / Language(s): Croatian Issue: 2/2011

Former researches of adaptive behaviour showed that children with special needs integrated in regular schools have lower level of adaptive behaviour than typical peers (Zic, 2000). The aim of this research was to investigate whether there are differences in estimations of children’s adaptive behaviour at school from perspectives of children, parents and teachers. The sample consisted of pupils aged 12 years attending 6 th grade of primary school, both sex, their parents and teachers. The sample of pupils consisted of children with special needs (N=81) and typical peers (N=81). Adaptive behaviour was measured by Behaviour rating profile (BRP-2, Brown, Hammill, 1990; Croatian adaptation Zic, 2000). Mann Whitney u test was used for counting differences between estimations of child adaptive behaviour from parent, children and teacher’s side. In accordance with previous researches of adaptive behaviour children are more positive in their estimations than parents and teachers. It was found that children with special needs estimated their motivation for school work, and acceptance from others, higher than teachers did, but there was no difference between typical peers and teachers. Children with special needs estimated their ability to seat calm higher than teachers did. Contrary, typical children estimated that ability lower than teachers did. Comparison of children’s estimations showed significant differences in favour to typical children that are more satisfied with their progress in school, better concentrate and teachers less gets angry with them. Children with special needs noted more psychosomatic symptoms, and more teacher’s unfairness then typical children. Estimation of parents and teachers show that parents of children with special needs rate their children less lazy than teachers. It can be concluded that children with special needs overrate in their estimation of adaptive behaviour, but perception of their teachers and parents are saturated with real behaviour of children and their unfulfilled expectation of behaviour. Differences in estimations are partly caused by insufficient support to children with special needs.

FONOLOŠKE VJEŠTINE I FONOLOŠKO PAMĆENJE: NEKE RAZLIKE IZMEĐU DJECE UREDNOGA JEZIČNOGA RAZVOJA, DJECE S PERINATALNIM OŠTEĆENJEM MOZGA I DJECE S POSEBNIM JEZIČNIM TEŠKOĆAMA KAO TEMELJNI PREDIKTOR ČITANJA

Author(s): Jasmina Ivšac Pavliša,Mirjana Lenček / Language(s): Croatian Issue: 1/2011

Contemporary research interests that are focused on the reading development and associated difficulties try to define the role of different cognitive processes as predictors of reading difficulties and disorders. Numerous research emphasize phonological variables as the most important for success in reading. Despite the fact that children with perinatal brain lesions as well as children with specific language impairments are at risk for developing reading difficulties, segment of phonological skills in these two populations is insufficiently investigated (especially in Croatian). The aim of the research is to compare three different groups of six-year-olds (children with typical language development, children with perinatal brain lesions and children with specific language impairment) on tasks that assess phonological skills and phonological memory. Except the analysis of differences, the features of the groups are described. The results show that these groups have statistically significant differences on the majority of variables that capture phonological skills and phonological memory. Beside its ’ empirical value, this research also contributes to the clinical work of speech and language pathologists because it describes features of phonological skills in children at risk for learning disabilities, further more, it enables the creation of appropriate intervention procedures based on phonological skills as predictors of reading difficulties.