Relations between Handedness and Motor Abilities in Preschool Children

Relations between laterality and motor abilities were assessed in preschool children. Study sample included 202 children aged 5–7.5 decimal years. Upper extremity usage and gesture laterality was assessed by a battery of tests and used on children evaluation according to harmonious or inharmonious laterality. The performance of motor tasks that require whole body coordination, the speed of alternating hand motion frequency and the precision of hand aiming were assessed according to the type of laterality. There were no statistically significant sex differences in laterality distribution, and no differences according to laterality harmonization. There was no statistically significant difference in motor test performance between the children with harmonious and inharmonious laterality

Support Needs of Children with Cerebral Palsy

Objectives: Support needs refer to the type, intensity and time necessary for a person to participate in the activities of daily living. The aim of this paper is to show the profile of support needs for children with cerebral palsy with regards to the level of functional ability of the upper and lower extremities. Methods: The sample comprised 40 respondents diagnosed with spastic cerebral palsy (23 girls (57.5%) and 17 boys (42.5%). The age range was from 7 to 14 years (Mean age = 10.33; SD = 3.31). The instruments used in the present study include the Supports Intensity Scale - Children's Version (SIS-C), The Gross Motor Function Classification System and Manual Ability Classification System for Children with Cerebral Palsy. Results: The reliability of the SIS- C was alpha = 0.97. The highest level of support needs was within the four domains. Support Needs Indexing showed significant differences in relation to the development of manual ability levels (F = 2.56; p = 0.05) and gross motor function levels (F = 3.25; p = 0.03). Conclusions: The results obtained indicate that children with cerebral palsy need support in individual life domains, in which, a model for planning interventions could be provided.This is the peer‐reviewed version of the article: Golubović, Š.; Bozić, D.; Ilić, S. Support Needs of Children with Cerebral Palsy. International Journal of Disability Development and Education 2021. [https://doi.org/10.1080/1034912X.2020.1731436

Correlation between aggressive behaviour and stress in people with intellectual disability in relation to the type of housing

Backround: Several research findings indicate that aggression in individuals with intellectual disability (ID) is significantly associated with environmental, housing and living conditions. The aim of this study is to determine levels and forms of aggressive behaviour found among individuals with ID; also examine levels of stress experienced as a result of housing conditions and relationships between aggressive behaviours and stressful experiences encountered among individuals with ID living in different housing types. Method: A total of 122 participants participated in the study, 51 of whom reside in institutions, 38 of whom live with families and 33 of whom participate in supported housing programmes. Following instruments have been used: The Lifestress Inventory, The Adult Scale of Hostility and Aggression Reactive-Proactive (A-SHARP). Results: The results reveal that there is a connection between housing types and levels and forms of aggressive behaviour and the level of stress experienced by the individuals with ID. Aggressive behaviour is least pronounced among the participants living in supported housing programmes (verbal aggression: p=0.001; bullying: p=0.002; covert aggression; p=0.003; hostility affect: p=0.002 and physical aggression: p=0.001). Among the participants living in institutions and with families is no statistically significant difference in terms of the level of any form of aggressive behaviour. Participants from supported housing programmes showed significantly lower levels of stress in comparison to the other two sub-samples (p=0.000). Conclusions: There is a statistically significant correlation between aggressive behaviour among individuals with ID and experienced stress, depending on the type of the participants housing

Determinants of the somatic status of children with multiple disabilities as determinant in their education and rehabilitation

Deca sa višestrukom ometenošću predstavljaju poseban etiološki problem sa stanovišta prakse i teorije specijalne edukacije i rehabilitacije. I dok za druge, profilisane oblike ometenosti postoje protokoli procene i protokoli tretmana, kod višestruke ometenosti to nije tako. Cilj ovog istraživanja je bio da utvrdi odrednice tj. determinante somatskog statusa učenika sa višestrukom ometenošću koji poha�����aju školu za obrazovanje učenika sa smetnjama u razvoju, u odnosu na somatski status ostalih učenika iste škole i učenika opšte populacije. Takve determinante somatskog statusa jesu osnov i smernice za uspešnu i efikasnu edukaciju i rehabilitaciju ovih učenika. Istraživanje je sprovedeno tokom 2010. godine i obuhvatilo je 24 učenika škole za obrazovanje učenika sa smetnjama u razvoju i isto toliko učenika opštih osnovnih škola u Somboru i Bajmoku. Ispitane grupe učenika su bile ujednačene po broju, polu i uzrastu. Za prikupljanje podataka je korišćen instrument Protokol za procenu somatskog statusa koji se sastoji od 23 ajtema. Rezultati istraživanja su pokazali da somatski status učenika sa višestrukom ometenošću u osnovi determinišu loša postura, ograničeni pokreti gornjih i donjih ekstremiteta, poremećaji mišićnog tonusa, slaba mišićna snaga šaka, prisustvo hroničnih i drugih bolesti i drugih stanja. Osim navedenih determinanti, i ukupan skor po Protokolu koji su postigli učenici sa višestrukom ometenošću pokazuje znatno odstupanje i statistički značajnu razliku u odnosu na skor ostalih učenika iste škole (t=-2,71, p=0,01), a naročito u odnosu na skor ispitanika kontrolne grupe ( t=-4,18, p=0,004).Children with multiple disabilities present a special problem with the etiological point of view of theory and practice of special education and rehabilitation. While the other forms of disability are profiled assessment protocols and treatment protocols, with multiple disability is not so. The aim of this study was to identify determinants of somatic status of children with multiple disabilities who attend a school for educating students with disabilities, in relation to the somatic status of other students and school pupils of the same general population. Such are the determinants of somatic status basis and guidelines for effective and efficient education and rehabilitation of the pupils. The survey was conducted in 2010 and included 24 students for the school education of students with disabilities and just as general students of primary schools in Sombor and Bajmok. Tested groups of students were matched for number, gender and age. For data collection it was used instrument Protocol for assessing the somatic status, which consists of 23 items. The results showed that the somatic status of children with multiple disabilities to determine the basis of poor postura, limited movements of the upper and lower extremities, abnormal muscle tone, poor muscle strength hand, the presence of chronic and other diseases and other conditions. In addition to these determinants, and the total score by the Protocol, which students have achieved with multiple disabilities showed significant departure and a statistically significant difference compared to the scores of other students from the same school (t =- 2.71, p = 0.01), and particularly in relation to the control group (t =- 4.18, p = 0.004)

Podsticanje razvoja koordinacije kod učenika sa smetnjama u razvoju u redovnoj osnovnoj školi

The paper deals with the effects of specially programmed types of physical activities on the development of coordination of the pupils with developmental difficulties in regular elementary schools. The method of pedagogical research with parallel groups was used in the research which included 135 junior elementary-school pupils. Among them 90 pupils had one of developmental difficulties (intellectual disability, visual and hearing disturbances) and they were divided into an experimental and a control group 1, while other pupils had typical development and they formed the control group 2 (n=45). Besides regular classes of physical education the experimental group was engaged in a special programme, devised and implemented into the Individual Educational Plan, as one of the types of intervention within the system of inclusive education. The research lasted for three months during which the groups were tested by the tests of coordination and the data obtained at the beginning and the end of the research period were processed by the application of univariant analysis of covariance and the T-test of the paired samples. The results show that the pupils with developmental difficulties can considerably progress in the development of coordination if their individual characteristics are recognized and optimal conditions are provided.U ovom radu ispituje se uticaj primene posebno programiranih oblika fizičke aktivnosti na razvoj sposobnosti koordinacije kod učenika sa smetnjama u razvoju u redovnoj osnovnoj školi. Istraživanje je sprovedeno metodom pedagoškog eksperimenta sa paralelnim grupama na uzorku od 135 učenika mlađeg školskog uzrasta. Od toga, kod 90 učenika je evidentirana jedna od smetnji u razvoju (intelektualna smetnja, vizuelna smetnja, smetnja sluha) i oni su podeljeni u eksperimentalnu i kontrolnu grupu 1, dok su ostali učenici imali tipičan razvoj i činili su kontrolnu grupu 2 (n = 45). Eksperimentalna grupa je pored časova redovne nastave fizičkog vaspitanja bila uključena u poseban program vežbanja koji je osmišljen i postavljen u okviru Individualnog obrazovnog plana (IOP) kao jednog od vidova intervencije predviđenim inkluzivnim sistemom obrazovanja. Istraživanje je trajalo tri meseca, u okviru koga su grupe testirane testovima koordinacije, a podaci dobijeni na početku i kraju istraživanja obrađeni su primenom univarijantne analize kovarijanse i T-testa uparenih uzoraka. Rezultati ukazuju da učenici sa smetnjama u razvoju mogu znatno da napreduju u razvoju sposobnosti koordinacije pod uslovom da se uvaže njihove individualne karakteristike i obezbede optimalni uslovi

Advantages and disadvantages of teleworking — perception Of experts

Uvod: Rad na daljinu može pomoći da se poveća pristup uslugama intervencije u ranom detinjstvu, posebno za porodice koje žive u udaljenim područjima ili u mestima gde ne postoje stručnjaci i timovi koji mogu da pruže ove usluge. Cilj: Cilj ovog istraživanja je ispitati koje prednosti i nedostatke rada na daljinu u pružanju usluga rane intervencije navode stručnjaci koji pružaju podršku porodicama. Metode: Uzorak je činilo 43 stručnjaka koji su prošli obuku za pružanje podrške u okviru porodično orijentisane rane intervencije. Učesnici su anonimno popunjavali onlajn upitnik Skala prednosti i nedostataka rada na daljinu, koja je pored osnovnih podataka o polu i učestalosti rada na daljinu sadržala 14 pitanja koja su se odnosila na prednosti i nedostatke rada na daljinu. Rezultati i zaključak: Stručnjaci navode da prilikom rada na daljinu najveće prednosti vide u većoj dostupnosti porodicama, boljoj ekonomičnosti u pružanju usluga, kao i većoj fleksibilnosti, zadovoljni su saradnjom sa porodicama, kao i sa kolegama. Kao nedostatke navode probleme sa ovladavanjem tehnologijama, dostupnost tehnologija, odsustvo direktnog kontakta sa kolegama, kao i nedostatak informacija od kolega.Introduction: Teleworking can help increase access to early childhood intervention services, especially for families living in remote areas or where no professionals and teams can provide these services. Aim: This research aims to examine what advantages and disadvantages of teleworking in providing early intervention services cited by experts who support families. Methods: The sample consisted of 43 professionals who received training to provide support within the framework of family-oriented early intervention. Participants anonymously filled out the online questionnaire – “Scale of advantages and disadvantages of remote work”, which, in addition to fundamental data on gender and frequency of teleworking, contained 14 questions related to the advantages and disadvantages of remote work. Results: Experts state that when working remotely, they see the most significant advantages in greater accessibility to families, a better economy in providing services, and greater flexibility; they are satisfied with the cooperation with families and colleagues. They cite problems with mastery of technologies, the availability of technologies, the absence of direct contact with colleagues, and the need for more information from colleagues

Advantages and disadvantages of teleworking — perception Of experts

Uvod: Rad na daljinu može pomoći da se poveća pristup uslugama intervencije u ranom detinjstvu, posebno za porodice koje žive u udaljenim područjima ili u mestima gde ne postoje stručnjaci i timovi koji mogu da pruže ove usluge. Cilj: Cilj ovog istraživanja je ispitati koje prednosti i nedostatke rada na daljinu u pružanju usluga rane intervencije navode stručnjaci koji pružaju podršku porodicama. Metode: Uzorak je činilo 43 stručnjaka koji su prošli obuku za pružanje podrške u okviru porodično orijentisane rane intervencije. Učesnici su anonimno popunjavali onlajn upitnik Skala prednosti i nedostataka rada na daljinu, koja je pored osnovnih podataka o polu i učestalosti rada na daljinu sadržala 14 pitanja koja su se odnosila na prednosti i nedostatke rada na daljinu. Rezultati i zaključak: Stručnjaci navode da prilikom rada na daljinu najveće prednosti vide u većoj dostupnosti porodicama, boljoj ekonomičnosti u pružanju usluga, kao i većoj fleksibilnosti, zadovoljni su saradnjom sa porodicama, kao i sa kolegama. Kao nedostatke navode probleme sa ovladavanjem tehnologijama, dostupnost tehnologija, odsustvo direktnog kontakta sa kolegama, kao i nedostatak informacija od kolega.Introduction: Teleworking can help increase access to early childhood intervention services, especially for families living in remote areas or where no professionals and teams can provide these services. Aim: This research aims to examine what advantages and disadvantages of teleworking in providing early intervention services cited by experts who support families. Methods: The sample consisted of 43 professionals who received training to provide support within the framework of family-oriented early intervention. Participants anonymously filled out the online questionnaire – “Scale of advantages and disadvantages of remote work”, which, in addition to fundamental data on gender and frequency of teleworking, contained 14 questions related to the advantages and disadvantages of remote work. Results: Experts state that when working remotely, they see the most significant advantages in greater accessibility to families, a better economy in providing services, and greater flexibility; they are satisfied with the cooperation with families and colleagues. They cite problems with mastery of technologies, the availability of technologies, the absence of direct contact with colleagues, and the need for more information from colleagues

Collaborative relationship between parents and professionals as an essential of efficacy in early childhood intervention practice

Devedesetih godina dvadesetog veka, razvojem ranih intervencija usmerenih na porodicu u kojima je porodica centar prakse i osnova modela, zasniva se kolaborativni odnos roditelja i profesionalaca. Model usmeren na podršku porodici i detetu po definiciji podrazumeva visoko uvažavanje i poštovanje porodice, kao i pružanje relevantnih informacija porodici na osnovu kojih njeni članovi mogu doneti odluku i napaviti izbor ciljeva i vrste podrške za dete i porodicu i imati aktivno učešće u pružanju istih. Profesionalci koji aktivno učestvuju u podršci su responzivni i fleksibilni u odnosu na zahteve i želje porodice. U radu će biti prikazane osnove saradničkog odnosa profesionalaca i roditelja kroz pristup podrške porodici u intervencijama ranog detinjstva, potkrepljene naučnim dokazima, opisom ključnih elemenata i najefikasnijih modela. Članak je podeljen u dve celine. U prvom delu opisana je transformacija modela i promena paradigme u nastajanju pristupa podrške porodici i detetu sa smetnjama. Drugi deo uključuje opis revidiranog modela koji podrazumeva podržavanje i jačanje porodice, a bazira se na dvadesetogodišnjim istraživanjima i naučenim lekcijama u praktičnoj primeni istog. Istraživanja ukazuju na karakteristike najefikasnijeg odnosa roditelja i profesionalaca u procesu podrške porodicama dece sa smetnjama i identifikuju dve glavne karakteristike: relacionu i participatornu komponentu efikasnog kolaborativnog odnosa. Relaciona komponenta podrazumeva sve karakteristike profesionalca u dobroj kliničkoj praksi (aktivno slušanje, saosećanje, poštovanje, empatičnost), kao i prisustvo pozitivnog stava profesionalaca prema snagama i mogućnostima članova porodice. Participatorna komponenta podrazumeva individualizaciju, fleksibilnost i responzivnost profesionalaca na zabrinutosti i prioritete koje porodica donosi, a koje profesionalci poštuju u osmišljavanju podrške u dostizanju željenih ciljeva i ishoda intervencije.In the 1990s, the developing field of early intervention with young children with disabilities and their families adopted family‐centered practice as its philosophical foundation. Family‐centered practice includes a key element - a collaborative relationship between parents and professionals. Family-centered practices according to definition treat families with dignity and respect, provide family members with information needed to make informed decisions and choices and actively involve families in obtaining resources and support. Professionals are responsive and flexible to family prioritized goals, outcomes and desires. The article is divided into two sections. The first includes an overview of the originally proposed model to provide a backdrop against which to understand the evolution and transformational features of the model. The second section includes a description of a revised and updated approach to supporting and strengthening families based on more than 20 years of lessons learned from both research and practice. Research indicates the characteristics of the most effective relationship between parents and professionals in the process of supporting families with children with disabilities and identifies two main characteristics: a relational and participatory component of an effective collaborative relationship. Relational component supports all the characteristics of a professional in good clinical practice (active listening, compassion, respect, empathy) as well as the presence of a positive attitude of professionals towards the strengths and abilities of family members. The relational component involves the individualization, flexibility and responsiveness of professionals to the family concerns and priorities and brings them in Individual Family Support Plan

Determinants of the somatic status of children with multiple disabilities as determinant in their education and rehabilitation

Deca sa višestrukom ometenošću predstavljaju poseban etiološki problem sa stanovišta prakse i teorije specijalne edukacije i rehabilitacije. I dok za druge, profilisane oblike ometenosti postoje protokoli procene i protokoli tretmana, kod višestruke ometenosti to nije tako. Cilj ovog istraživanja je bio da utvrdi odrednice tj. determinante somatskog statusa učenika sa višestrukom ometenošću koji poha�����aju školu za obrazovanje učenika sa smetnjama u razvoju, u odnosu na somatski status ostalih učenika iste škole i učenika opšte populacije. Takve determinante somatskog statusa jesu osnov i smernice za uspešnu i efikasnu edukaciju i rehabilitaciju ovih učenika. Istraživanje je sprovedeno tokom 2010. godine i obuhvatilo je 24 učenika škole za obrazovanje učenika sa smetnjama u razvoju i isto toliko učenika opštih osnovnih škola u Somboru i Bajmoku. Ispitane grupe učenika su bile ujednačene po broju, polu i uzrastu. Za prikupljanje podataka je korišćen instrument Protokol za procenu somatskog statusa koji se sastoji od 23 ajtema. Rezultati istraživanja su pokazali da somatski status učenika sa višestrukom ometenošću u osnovi determinišu loša postura, ograničeni pokreti gornjih i donjih ekstremiteta, poremećaji mišićnog tonusa, slaba mišićna snaga šaka, prisustvo hroničnih i drugih bolesti i drugih stanja. Osim navedenih determinanti, i ukupan skor po Protokolu koji su postigli učenici sa višestrukom ometenošću pokazuje znatno odstupanje i statistički značajnu razliku u odnosu na skor ostalih učenika iste škole (t=-2,71, p=0,01), a naročito u odnosu na skor ispitanika kontrolne grupe ( t=-4,18, p=0,004).Children with multiple disabilities present a special problem with the etiological point of view of theory and practice of special education and rehabilitation. While the other forms of disability are profiled assessment protocols and treatment protocols, with multiple disability is not so. The aim of this study was to identify determinants of somatic status of children with multiple disabilities who attend a school for educating students with disabilities, in relation to the somatic status of other students and school pupils of the same general population. Such are the determinants of somatic status basis and guidelines for effective and efficient education and rehabilitation of the pupils. The survey was conducted in 2010 and included 24 students for the school education of students with disabilities and just as general students of primary schools in Sombor and Bajmok. Tested groups of students were matched for number, gender and age. For data collection it was used instrument Protocol for assessing the somatic status, which consists of 23 items. The results showed that the somatic status of children with multiple disabilities to determine the basis of poor postura, limited movements of the upper and lower extremities, abnormal muscle tone, poor muscle strength hand, the presence of chronic and other diseases and other conditions. In addition to these determinants, and the total score by the Protocol, which students have achieved with multiple disabilities showed significant departure and a statistically significant difference compared to the scores of other students from the same school (t =- 2.71, p = 0.01), and particularly in relation to the control group (t =- 4.18, p = 0.004)

Inclusion in physical education and sport

Postoji međunarodna saglasnost za ideju da fizička aktivnost i sport mogu predstavljati strategije društvene inkluzije, kao i da osobe sa smetnjama i teškoćama u razvoju poseduju kapacitete za uče-stvovanje u ovim aktivnostima. Ipak, procesi kroz koje intervencije zasnovane na fizičkoj aktivnosti i sportu mogu uticati na inkluzivne ishode još uvek zahtevaju sveobuhvatnu i kontinuiranu istragu. Cilj ovog rada je da kroz pregled izvora naučne produkcije sa međunarodnih naučnih skupova, naučnih časopisa iz oblasti sportskih i društvenih nauka, kao i referentne literature, ukaže na probleme i perspektive razvoja nastave inkluzivnog fizičkog vaspitanja i sporta. Podaci su prikupljeni pregle-dom dostupnih štampanih izvora i elektronskih baza ERIC, JSTOR, Google Scholar, sa odgovarajućim ključnim rečima. Rezultati analize ukazuju da postoji više faktora koji utiču na nastavu fizičkog vaspitanja u inklu-zivnom obrazovnom kontekstu (stavovi nastavnika i učenika, kompetencije nastavnika, pristupačnost i sl.) kao i da je inkluzija u sportu uslovljena kako ličnim (priroda same smetnje, zdravlje, motivacija i sl.) tako i fak-torima vezanim za društvenu sredinu (pristupačnost, kreiranje i primena adaptiranih fizičkih aktivnosti i sl.).There is an international consensus that physical activity and sport can be used as strategies for social inclusion, as well as that people with disabilities have the capacity to participate in these activities. However, interventions based on physical activity and sport and their processes that can influence inclusive outcomes are yet to be continuously and comprehensively investigated. The aim of this paper is to point out the problems and perspectives of the development of inclusive physical education and sport by providing an overview of scientific production sources from international scientific conferences, scientific journals in the field of sports and social sciences, as well as reference literature. Data were collected by reviewing available print sources and electronic databases suh asERIC, JSTOR, and Google Scholar etc., using relevant keywords. The results indicate that there are several factors which influence physical education and its teaching methods in an inclusive educational context (attitudes of students and teachers, teachers’ competencies, approachability, etc.), and that inclusion in sport is dependent on both personal (nature of the disability, health, motivation, etc.) and social environment factors (accessibility, creating and implementing planned physical activities adapted for students with disabilities, etc.)