Self-determination in persons with intellectual disabilities

Koncept samoodre enja obuhvata ve tine samoregulacije, re avanja problema i samozastupanja, samosvest, samoefikasnost, samoposmatranje, samoprocenjivanje, samopodsticanje i druge oblike pona anja iji je pokreta intrinzi ka motivacija. Nivo ostvarene autonomije osobe sa intelektualnom ometeno u (IO) zavisi od njenih mogu nosti da samostalno ili uz podr ku u estvuje u dono enju odluka, izboru sopstvenih ciljeva i na ina njihovog ostvarivanja. Uklju ivanje u dru tvenu zajednicu na ravnopravnoj osnovi, podrazumeva da svaki njen lan ima pravo na samoodre enje, odnosno na kontrolu nad razli itim aspektima sopstvenog ivota. Na osnovu pregleda dostupnih istra ivanja mo emo zaklju iti da je nivo samoodre enja zna ajan prediktor ne samo akademskog uspeha, ve i op teg nivoa socijalne inkluzije. Ostvareni nivo regulacije sopstvenog pona anja zavisi od socijalnog okru enja i li nih kompetencija. Osobe sa IO u odnosu na op tu populaciju imaju izra enije te ko e u upotrebi strategija samostalnog regulisanja pona anja, koje je u odre enoj meri mogu e kompenzovati realizacijom programa za unapre ivanje samoodre enja.The concept of self-determination includes the skills of self-regulation, solving problems, self-advocacy, self-awareness, self-efficiency, self-observation, self-evaluation, self-reinforcement and other forms of behavior based on intrinsic motivation. The level of the accomplished autonomy in a person with intellectual disability (ID) depends on their ability to independently or with support of others take part in making decisions, choosing their own goals and methods of their realization. Inclusion into the community on equal terms implies the entitlement of each of its members to self-determination, i.e. the control of different aspects of one s own life. Based on the available research overview, we can conclude that the level of self-determination is a significant predictor of not only academic success, but the general level of social inclusion as well. The accomplished level of the regulation of one s behavior depends on the social environment and personal competencies. Persons with ID, in comparison with typical population, have more noticeable difficulties using the strategies of independent regulation of their behavior, which is, to a certain extent, possible to compensate with the realization of the self-determination improvement program

Effects of educational environment on self-perceptions of students with intellectual disability and students with learning disabilities

Među socijalnim dobrobitima redovnog obrazovnog okruženja zastupnici inkluzije navode i školovanje sa uzrasno odgovarajućom decom, dobijanje iskustva ’’realnog života’’ u redovnom odeljenju, kao i izbegavanje negativnog efekta segregativnih odeljenja na samopercepciju i samopoštovanje učenika. Cilj ovog rada je da se prikažu efekti obrazovnog okruženja na domen samopercepcije učenika s intelektualnom ometenošću i učenika sa smetnjama u učenju. Ocena koja proizilazi iz samoevaluacije obično ima relativni karakter, a ne apsolutni, pošto zavisi od konteksta i odabranog referentnog okvira za socijalno poređenje. Stoga bi se moglo očekivati da različito obrazovno okruženje ima različite efekte na samopercepciju učenika. Dosadašnja istraživanja efekata inkluzivnog i segregativnog obrazovnog okruženja na samopercepciju učenika sa intelektualnom ometenošću i učenika sa smetnjama u učenju ne ukazuju na jasnu prednost jednog obrazovnog okruženja nad drugim. Prilikom razmatranja efekata obrazovnog okruženja na samopercepciju učenika, treba uzeti u obzir i nivo podrške koji učenici dobijaju u redovnim odeljenjima. S obzirom na aktuelne reforme u obrazovanju u našoj sredini i sve češće uključivanje učenika sa intelektualnom ometenošću u redovno obrazovno okruženje, uvid u dečje sagledavanje onih aspekata ličnosti bitnih za uspešno funkcionisanje u školi može pružiti korisne podatke za unapređivanje postojeće inkluzivne prakse.Effects of educational environment on self-perceptions of students with intellectual disability and students with learning disabilitie

THE MONOSPIRAL MOTORISED CABLE REEL IN CRANE APPLICATIONS

The main consideration of any reeling system is the effect it has on cable tensions and hence cable life. This paper explains the relationship of reel torque to cable tensions and the reasons why this relationship is so important. Such system is characterized by variable parameters, primarily a variable moment of inertia and a variable diameter of the coiled cable. For these reasons, in order to ensure proper dimensioning of the drive, it is necessary to know the motor torques that need to be developed as a function of the coiled cable. The motor should be able to develop the required torques in a very wide speed range. It is shown that for properly sizing the motor it is necessary take into account the dynamics of the cable reel drive. In this paper monospiral motorized cable reel for winding power cable in crane applications with frequency converter fed induction motor is analyzed. Also, the equipment selection procedure for the real crane with concrete data is shown. Experimental results are recorded during the crane commissioning in real condition

Self-determination in persons with intellectual disabilities

Koncept samoodre enja obuhvata ve tine samoregulacije, re avanja problema i samozastupanja, samosvest, samoefikasnost, samoposmatranje, samoprocenjivanje, samopodsticanje i druge oblike pona anja iji je pokreta intrinzi ka motivacija. Nivo ostvarene autonomije osobe sa intelektualnom ometeno u (IO) zavisi od njenih mogu nosti da samostalno ili uz podr ku u estvuje u dono enju odluka, izboru sopstvenih ciljeva i na ina njihovog ostvarivanja. Uklju ivanje u dru tvenu zajednicu na ravnopravnoj osnovi, podrazumeva da svaki njen lan ima pravo na samoodre enje, odnosno na kontrolu nad razli itim aspektima sopstvenog ivota. Na osnovu pregleda dostupnih istra ivanja mo emo zaklju iti da je nivo samoodre enja zna ajan prediktor ne samo akademskog uspeha, ve i op teg nivoa socijalne inkluzije. Ostvareni nivo regulacije sopstvenog pona anja zavisi od socijalnog okru enja i li nih kompetencija. Osobe sa IO u odnosu na op tu populaciju imaju izra enije te ko e u upotrebi strategija samostalnog regulisanja pona anja, koje je u odre enoj meri mogu e kompenzovati realizacijom programa za unapre ivanje samoodre enja.The concept of self-determination includes the skills of self-regulation, solving problems, self-advocacy, self-awareness, self-efficiency, self-observation, self-evaluation, self-reinforcement and other forms of behavior based on intrinsic motivation. The level of the accomplished autonomy in a person with intellectual disability (ID) depends on their ability to independently or with support of others take part in making decisions, choosing their own goals and methods of their realization. Inclusion into the community on equal terms implies the entitlement of each of its members to self-determination, i.e. the control of different aspects of one s own life. Based on the available research overview, we can conclude that the level of self-determination is a significant predictor of not only academic success, but the general level of social inclusion as well. The accomplished level of the regulation of one s behavior depends on the social environment and personal competencies. Persons with ID, in comparison with typical population, have more noticeable difficulties using the strategies of independent regulation of their behavior, which is, to a certain extent, possible to compensate with the realization of the self-determination improvement program

Optimal Design and Control of Multi-Motor Drive System for Industrial Application

In this paper, the topology of the adjustable speed drive with active front end rectifier is considered in terms of application in multi-motor drives. A dynamic model of the rectifier with a coupled LCL filter is presented. A simulation model has been developed for the analysis of multi-motor drive system dynamics and power flow. Based on the simulation model, the functional possibilities of reversible induction motor drive with active front end converter and multiple voltage source inverters on a common DC bus at the motor side are analysed. One example of the application of a complex full regenerative multi-motor drive system on a common DC bus for an industrial crane, implemented with Siemens converters, is shown. The motor and generator mode of operation from the aspect of energy saving as well as the influence of drives on the distribution network from the aspect of higher harmonics and power factors are analysed. Siemens\u27s original software, Starter commissioning tool, for drives configuration and data acquisition is used

THE MONOSPIRAL MOTORISED CABLE REEL IN CRANE APPLICATIONS

The main consideration of any reeling system is the effect it has on cable tensions and hence cable life. This paper explains the relationship of reel torque to cable tensions and the reasons why this relationship is so important. Such system is characterized by variable parameters, primarily a variable moment of inertia and a variable diameter of the coiled cable. For these reasons, in order to ensure proper dimensioning of the drive, it is necessary to know the motor torques that need to be developed as a function of the coiled cable. The motor should be able to develop the required torques in a very wide speed range. It is shown that for properly sizing the motor it is necessary take into account the dynamics of the cable reel drive. In this paper monospiral motorized cable reel for winding power cable in crane applications with frequency converter fed induction motor is analyzed. Also, the equipment selection procedure for the real crane with concrete data is shown. Experimental results are recorded during the crane commissioning in real condition

Functionality in families with children with disabilities

Zdrava i funkcionalna porodica nije ona koja nema problema, već ona koja se otvoreno suočava sa različitim izazovima. Disfunkcionalnom možemo smatrati porodicu koja ne ispunjava razvojne zadatke koje društvo pred nju postavlja. Sa koliko uspeha će se porodica suočiti sa izazovima koje nosi rođenje deteta sa ometenošću, najviše zavisi od kvaliteta odnosa među njenim članovima.Cilj ovog rada je utvrđivanje sličnosti i razlika u kvalitetu interpersonalnih odnosa u okviru porodica koje imaju decu sa ometenošću i porodica koje ovakvu decu nemaju.Istraživanje je sprovedeno na uzorku od 116 roditelja dece od 2 do 8 godina. Uzorak je podeljen na dva poduzorka. Prvi su činili roditelji koji su imali dete sa ometenošću (44%), a drugi roditelji dece tipičnog razvoja (56%). Za procenu kvaliteta interpersonalnih odnosa u okviru porodičnog kruga upotrebljena je Skala za procenu stila porodičnog funkcionisanja. Primenom Man-Vitnijevog U-testa između dve ispitivane grupe roditelja nisu pronađene statistički značajne razlike u ukupnom skoru na Skali za procenu stila porodičnog funkcionisanja (U=1032,000; p=0,301). U oba ispitivana poduzorka registrovane su visoke prosečne vrednosti skorova na Skali u celini, što ukazuje na globalno visok nivo porodične kohezivnosti. Analizom pojedinačnih stavki, primenom Man-Vitnijevog U-testa, registrovano je da su roditelji dece tipičnog razvoja imali značajno više skorove od roditelja dece sa ometenošću na sedam stavki. Ovo istraživanje je realizovano kao studija poprečnog preseka, pa rezultati daju uvid samo u trenutni način funkcionisanja porodica koje imaju dete sa ometenošću. U svetlu dobijenih nalaza može se reći da ometenost deteta nije jedini, a svakako ni odlučujući faktor koji doprinosi funkcionalnosti porodice ili je narušavaA healthy and functional family is not the one with no problems, but the one that openly confronts different challenges. A family regarded a dysfunctional one is the one not fulfilling the development tasks set out by the society. The level of success in facing the challenges brought by having a child with disabilities depends mostly on the quality of its members’ relationships. The aim of this research is establishing the similarities and differences in the quality of interpersonal relationship within families with children with disabilities and families without children with disabilities. The research was conducted on a sample of 116 parents of children of ages between 2 and 8. The sample was divided into two subsamples. The first one consisted of parents with children with disabilities (44%), and the other consisted of parents with children of typical development (56%). For assessing the quality of interpersonal relationships within family circle we used the Family Functioning Style Scale. After applying the Mann-Whitney U-test, no statistically significant differences in the total score on the Family Functioning Style Scale (U=1032.000; p=0.301) have been established between the two assessed parent groups. High average score values have been registered on the Scale as a whole in both assessed subsamples, implying the globally high level of family cohesion. After analyzing the separate items using the Mann-Whitney U-test, it has been registered that parents of the children with typical development had significantly higher scores than the parents of children with disabilities in seven items. This research has been realized as a crosssection study, so the results provide only insight into the current way the families with disabled children function. In the light of the obtained results it can be said that a child’s disability is not the only, and certainly not the decisive factor contributing to the functionality of the family or infringing it

Socijalne mreže porodica dece sa ometenošću

The aim of this study was to determine the difference in establishing contacts of families with social environment of families in relation to the presence of a child with a disability in the family, as well as determining the existence of the connection between families' characteristics and levels of social contacts. The survey was conducted on a sample of 74 parents of children aged 3 to 8 years (M = 5.02). The sample was divided into two sub-samples. The first sample consisted of parents who had a child with disabilities (N = 32; 43.24%), and the second consisted of parents of children with typical development (42; 56.76%). For the assessment the social networking of the families the Personal Network Matrix (PNM, Dunst, Trivette, & Deal, 1988) was used. The obtained results show that parents of children with disabilities significantly differ from the parents of children with typical development regarding total realization of social contacts with their environment, as well as that parents of children with typical development achieve significantly more social contacts with their parents, other relatives and friends. On the other hand, parents of children with disabilities intensively engage in contact with community of health centers, social services and other agencies and institutions. The higher level of income of the parent positively correlate with frequent social contacts of families who have children with typical development. Divorces, single parenthood and extramarital relations, negatively correlate to the achievement of social contacts in the sub-sample of families with children with disabilities

Effects of educational environment on self-perceptions of students with intellectual disability and students with learning disabilities

Među socijalnim dobrobitima redovnog obrazovnog okruženja zastupnici inkluzije navode i školovanje sa uzrasno odgovarajućom decom, dobijanje iskustva ’’realnog života’’ u redovnom odeljenju, kao i izbegavanje negativnog efekta segregativnih odeljenja na samopercepciju i samopoštovanje učenika. Cilj ovog rada je da se prikažu efekti obrazovnog okruženja na domen samopercepcije učenika s intelektualnom ometenošću i učenika sa smetnjama u učenju. Ocena koja proizilazi iz samoevaluacije obično ima relativni karakter, a ne apsolutni, pošto zavisi od konteksta i odabranog referentnog okvira za socijalno poređenje. Stoga bi se moglo očekivati da različito obrazovno okruženje ima različite efekte na samopercepciju učenika. Dosadašnja istraživanja efekata inkluzivnog i segregativnog obrazovnog okruženja na samopercepciju učenika sa intelektualnom ometenošću i učenika sa smetnjama u učenju ne ukazuju na jasnu prednost jednog obrazovnog okruženja nad drugim. Prilikom razmatranja efekata obrazovnog okruženja na samopercepciju učenika, treba uzeti u obzir i nivo podrške koji učenici dobijaju u redovnim odeljenjima. S obzirom na aktuelne reforme u obrazovanju u našoj sredini i sve češće uključivanje učenika sa intelektualnom ometenošću u redovno obrazovno okruženje, uvid u dečje sagledavanje onih aspekata ličnosti bitnih za uspešno funkcionisanje u školi može pružiti korisne podatke za unapređivanje postojeće inkluzivne prakse.Effects of educational environment on self-perceptions of students with intellectual disability and students with learning disabilitie