Attitude and emotional functioning of children with intellectual disability

U radu je tretiran problem socijalnog i emocionalnog funkcionisanja dece sa lakom intelektualnom ometenošću u uslovima njihove standardne situacije edukacije. Obuvaćena su 124 ispitanika sa lakom intelektualnom ometenošću, oba pola, kalendarskog uzrasta od 8 do 13,5 godina osnovnih škola u Beogradu. Za procenu ponašanja primenjena je Conners skala procene ponašanja (Conners, K., 1969, 1999) koja daje uvid u najfrekventnije i najučestalije tipove emocionalnih i bihevioralnih smetnji kod dece sa različitim razvojnim smetnjama. Rezultatima je ukazano na prisustvo različitih tipova sociojalno-emocionalnih smetnji i poremećaja koji zahtevaju primenu multimodalno orijentisanog pristupa kao osnove tretmana uošenih problema u ovoj populaciji.In this study, it is treated the problem of social and emotional functioning of the children with a mild intellectual disability in conditions of their standard educational situation. 124 respondents are being covered, those with a mild intellectual disability of both sexes aging from 8 to 13.5 attending the primary schools in Belgrade. For the assessment of behavior, it has been applied the Conner’s behavior assessment scale (Conner’s, K, 1969, 1999), which offers a comprehension of the most frequent types of emotional and behavioral disturbances at children with different development disabilities. The results show the presence of various types of social and emotional disturbances and disabilities that need an application of a multimodal oriented approach as a basis for treatment and resolving of problems in this population

Mild intellectual disabilities – developmental determinants and possibility of treatment

Ovako definisana empirijska studija pokušava da odgovori na problem specifičnih veza između individualnih razvojnih karakteristika ispitane dece, posmatranih kroz standardnu situaciju edukacije u momentu kada je istraživanje izvedeno.Cilj: Interesovanje autora usmereno je na utvrđivanje povezanosti motornog, socijalnog i saznajnog funkcionisanja ispitanog uzorka. To determiniše praktične implikacije rada − inkluzivne edukacije, s jedne strane i multimodalnog tretmana bihejvioralnih smetnji, s druge strane. Metodologija: Slučajan uzorak formiran je od 90 ispitanika sa lakom intelektualnom ometenošću, oba pola koji pohadjaju osnovne škole u Beogradu. Motorne sposobnosti ispitane su kliničkim, razvojnim skalama baterije Lurija-Nebraska za decu, a ponašanje IOWA Conners skalom procene kojom se dobija uvid u ponašanje i pažnju u uslovima edukacije. Saznajno funcionisanje dece u uzorku, procenjeno kroz školski uspeh i formiranje pojmova, ispitano je Testom korišćenja (upotrebe) pojmova. Rezultati: Utvrđeno je postojanje statistički signifikatne korelacije među ispitanim varijablama što je potvrdilo polazne hipoteze iskazane kroz cilj rada. Zaključak: Ukazano na konceptualne i praktične mogućnosti izvođenja multimodalno orijentisanog tretman i oblika edukacije u ove dece.Introduction: The study deals up with cognitive, motor and behavioral functioning of the children with mild intellectual disabilities and it’s relationship with attention. Aim: Ste study was designed to identify the possibillity of multimodal oriented treatment and possible implementaton of inclusive education. Methodology: The sample was formed of the 90 children with mild intellectual disabilities, both gender, chronologicaly distributed form 8 to 13 years. We asses conceptually-verbal functions by the Test of Concept Utilization, attention by Trail Making Test − TMT, motor functions by Stick test and Luria Nebrasca Battery for Children, Scale C1 (LNNB-C). Behavior was estimated by IOWA Conners Rating Scale. Results: Results points up the high statistical relationship between the tested variables such as behavior, voluntary attention and conceptual functions (r=0,527; p<0.01). Conclusion: On the base of the results of the study we conclude about the significance of implementation of the multimodal oriented approach, in which the central professional role is focused on special educator who finally implement different treatment strategies

Attitude and emotional functioning of children with intellectual disability

U radu je tretiran problem socijalnog i emocionalnog funkcionisanja dece sa lakom intelektualnom ometenošću u uslovima njihove standardne situacije edukacije. Obuvaćena su 124 ispitanika sa lakom intelektualnom ometenošću, oba pola, kalendarskog uzrasta od 8 do 13,5 godina osnovnih škola u Beogradu. Za procenu ponašanja primenjena je Conners skala procene ponašanja (Conners, K., 1969, 1999) koja daje uvid u najfrekventnije i najučestalije tipove emocionalnih i bihevioralnih smetnji kod dece sa različitim razvojnim smetnjama. Rezultatima je ukazano na prisustvo različitih tipova sociojalno-emocionalnih smetnji i poremećaja koji zahtevaju primenu multimodalno orijentisanog pristupa kao osnove tretmana uošenih problema u ovoj populaciji.In this study, it is treated the problem of social and emotional functioning of the children with a mild intellectual disability in conditions of their standard educational situation. 124 respondents are being covered, those with a mild intellectual disability of both sexes aging from 8 to 13.5 attending the primary schools in Belgrade. For the assessment of behavior, it has been applied the Conner’s behavior assessment scale (Conner’s, K, 1969, 1999), which offers a comprehension of the most frequent types of emotional and behavioral disturbances at children with different development disabilities. The results show the presence of various types of social and emotional disturbances and disabilities that need an application of a multimodal oriented approach as a basis for treatment and resolving of problems in this population

Mild intellectual disabilities – developmental determinants and possibility of treatment

Ovako definisana empirijska studija pokušava da odgovori na problem specifičnih veza između individualnih razvojnih karakteristika ispitane dece, posmatranih kroz standardnu situaciju edukacije u momentu kada je istraživanje izvedeno.Cilj: Interesovanje autora usmereno je na utvrđivanje povezanosti motornog, socijalnog i saznajnog funkcionisanja ispitanog uzorka. To determiniše praktične implikacije rada − inkluzivne edukacije, s jedne strane i multimodalnog tretmana bihejvioralnih smetnji, s druge strane. Metodologija: Slučajan uzorak formiran je od 90 ispitanika sa lakom intelektualnom ometenošću, oba pola koji pohadjaju osnovne škole u Beogradu. Motorne sposobnosti ispitane su kliničkim, razvojnim skalama baterije Lurija-Nebraska za decu, a ponašanje IOWA Conners skalom procene kojom se dobija uvid u ponašanje i pažnju u uslovima edukacije. Saznajno funcionisanje dece u uzorku, procenjeno kroz školski uspeh i formiranje pojmova, ispitano je Testom korišćenja (upotrebe) pojmova. Rezultati: Utvrđeno je postojanje statistički signifikatne korelacije među ispitanim varijablama što je potvrdilo polazne hipoteze iskazane kroz cilj rada. Zaključak: Ukazano na konceptualne i praktične mogućnosti izvođenja multimodalno orijentisanog tretman i oblika edukacije u ove dece.Introduction: The study deals up with cognitive, motor and behavioral functioning of the children with mild intellectual disabilities and it’s relationship with attention. Aim: Ste study was designed to identify the possibillity of multimodal oriented treatment and possible implementaton of inclusive education. Methodology: The sample was formed of the 90 children with mild intellectual disabilities, both gender, chronologicaly distributed form 8 to 13 years. We asses conceptually-verbal functions by the Test of Concept Utilization, attention by Trail Making Test − TMT, motor functions by Stick test and Luria Nebrasca Battery for Children, Scale C1 (LNNB-C). Behavior was estimated by IOWA Conners Rating Scale. Results: Results points up the high statistical relationship between the tested variables such as behavior, voluntary attention and conceptual functions (r=0,527; p<0.01). Conclusion: On the base of the results of the study we conclude about the significance of implementation of the multimodal oriented approach, in which the central professional role is focused on special educator who finally implement different treatment strategies

Treatment and speech-language development at the children with hearing impairments

We analyze the speech-language development of deaf children and children without hearing impairments at the same chronological and mental age. The sample was formed from 27 deaf children from 10-14 years who are involved in regular educational system and 27 children without hearing impairments. We implemented particularities we used the test of speech development (Smiljka Vasic). The children whose treatment began before 18(th) months, realized approximately the same results in development of speech and language same as the persons of the same age without hearing impairments

Intellectual disabilities: cognition and behavior - strategy of education and treatment

This paper addresses different aspects of practical interventions with regard to education and rehabilitation of children with intellectual disabilities which can take place in schools or other rehabilitation settings. The outlined approach is based on the Bruner’s concept of so-called growth sciences which include both the special education and the rehabilitation. The focus is on the theoretical, diagnostic, and rehabilitation strategy, based on the implementation of educational and treatment activities with this population of children. In the light of applied research we try to define interventions in education and rehabilitation of the children with mild intellectual disabilities. The sample was formed of 124 participants in school settings with regard to their cognitive and school achievement. With respect of these results we propose the educational and treatment strategies for these children

Case study: assessing reading skills in a student with learning disabilities and implementation of direct instruction learning

Cilj ove studije slučaja bio je da identifikuje specifične poteškoće u čitanju kod učenika sa poteškoćama u učenju, i u odnosu na njih predloži implementaciju savremenog metoda podučavanja čitanja (metod direktnog podučavanja). Ispitanica je odabrana u dogovoru sa nastavnim kadrom zaposlenim u srednjoj školi „Memorijal“ u gradu O Kler, Viskonsin, SAD. Procena veštine čitanja izvršena je primenom sledećih mernih instrumenata: Dinamični pokazatelji osnova ranih sposobnosti pismenosti (DIBELSTM) šesta edicija - subtest ne- reči i Procena Primarne Fonemske Svesnosti preuzeta iz indeksa „G“ udžbenika „Direktnog Podučavanja čitanja“ (Carnine, Silbert, Kame’enui, & Tarver, 2004). Istraživanje je sprovedeno na proleće 2013. godine. Utvrđeno je da učenica koja je u to vreme pohađala deveti razred, čita na nivou učenika koji pohađa prvi raz- red osnovne škole. U odnosu na dobijene rezultate predložena je intervencija primenom metoda direktnog podučavanja čitanja.The purpose of this case study was to identify specific difficulties that emerge during reading, and based on those specific problems recommend a Direct Instruction lesson plan for pupils with learning disabilities. The subject for the study was recommended by the teachers working in Memorial High School, Eau Clair WI, USA. We used Dynamic Indicators of Basic Early Literacy Skills TM, 6th Ed. and Appendix G Primary Phonics Assessment (Carnine, Silbert, Kame’enui, & Tarver, 2004) as a screening tool, to assess the current reading skills of our subject. This case study was conducted in the spring of 2013. We found that our subject, who was in the ninth grade at the time, read at a first grade level and created a set of lesson plans using the Direct Instruction model that meet her specific needs

Dance and movement therapy ‒ comparative analysis of basic methodological concepts

U radu su tretirane i analizarane mogućnosti komparacije različitih metodskih postupaka i pristupa tretmanu i rehabilitaciji dece, adolescenata i odraslih sa različitim vrstama razvojnih smetnji sa akcentom na intelektualnoj ometenosti i oštećenjima sluha. Ukazano je na posebne vrednosti primene novih rehabilitacionih postupaka i strategija osposobljavanja osoba sa smetnjama i poremećajima razvoja u svakodnevnom životu kao i mogućnostima primene ovih, do sada manje poznatih i nedovoljno primenjivanih rehabilitacinih strategija tretmana i edukacije u specijalnoj edukaciji i rehabilitaciji kod nas, a prema razrađenim modelima i iskustvima zemanja u okruženju kao i inostranih zemalja.The paper discusses the possibility of comparing different methodological approaches to the treatment and rehabilitation of the children and youth with different disabilities of different degree of complexity, with special emphasis on the analysis of intellectual disabilities and hearing impairments. We point out special values of the implementation of new rehabilitation strategies in the population with different developmental disabilities in everyday life, as well as the possibility of implementing these strategies in special education and rehabilitation in our environment, defined through the conceptual frame abroad

Vrste metoda u učenju - revijalni prikaz teorije Džeroma Brunera

The problem of the research is based on the theoretical explanations of the significance of the theory of Jerome Bruner for the education and learning. We point out the basic aspects of learning throw the acquisition of concepts and selections the strategies and factors important for learning important for special education and rehabilitation same as for pedagogy and teaching in general. The theory of development is treated throw the frame of understanding the nature of developmental disabilities same as intellectual disabilities. The basic postulates of constructivism theory are observed throw the relation with acquisition of knowledge, abilities and habits, important for education processes. Final conclusion is based on the critical opinion of the authors of the study about the significance of this theory in understanding the nature of education and learning.U radu su prikazana razmatranja teorijske koncepcije Džeroma Brunera sa aspekta značaja primene ove teorije u nastavi i učenju. Ukazano je na osnovne aspekte definisanja učenja kroz sticanje znanja i izbor strategija i faktora učenja važnih sa aspekta specijalne edukacije i rehabilitacije kao i pedagogije i nastave uopšte. Takođe je razmatrana teorija razvoja bitna za razumevanje problema ometenosti razvoja i intelektualne ometenosti, a osnovni teorijski postulati konstruktivizma posmatrani su u relaciji sa formiranjem znanja, veština i navika kao bitnih pokazatelja obrazovanja. Finalna razmatranja bazirana su na kritičkom prilazu ovoj teoriji i sagledavanju njenog doprinosa razumevanju nastave i učenja

Simptomatologija i tretman bihejvioralnih smetnji dece sa intelektualnom ometenošću

This paper treats the problem of the socio-emotional functioning of the children with intellectual disabilities in their standard situation of education. The sample was formed of 124 children with mild intellectual disabilities, both gender distributions, calendar age from 8 to 13, 5 years who are attending elementary schools in Belgrade. We implemented the Conners Rating Scale (Conners, K.,1997) for identification the frequency of emotional and social disabilities in tested sample. The results of research indicate the presence of different kind and types of behavioral disorders in the tested sample and their relationship with school achievement. The conclusion is based upon the state about the necessity of implementation the multimodal oriented approach to this various kind of behavioral problems.U radu je tretiran problem socijalnog i emocionalnog funkcionisanja dece sa lakom intelektualnom ometenošću u uslovima njihove standardne situacije edukacije. Obuhvaćena su 124 ispitanika sa lakom intelektualnom ometenošću, oba pola, kalendarskog uzrasta od 8 do 13,5 godina osnovnih škola u Beogradu. Za procenu ponašanja primenjena je Conners skala procene ponašanja (Conners, K., 1969, 1999) koja daje uvid u najfrekventnije i najučestalije tipove emocionalnih i bihevioralnih smetnji kod dece sa različitim razvojnim smetnjama. Rezultatima je ukazano na prisustvo različitih tipova socijalno-emocionalnih smetnji i poremećaja koji zahtevaju primenu multimodalno orijentisanog pristupa kao osnove tretmana uočenih problema u ovoj populaciji