Communication Skills of a Child with Down Syndrome at the End of the First Grade of Elementary School

Each case of a child with Down syndrome is specific because it is directly related to the environment the child grows up in, develops, lives and learns. Although many conditions about Down syndrome tend to generalize the condition, particular characteristics are specific and depend on environment. In this respect, such issues must be approached as case studies. The goal of this research was to note, define and describe supporting strategies of language and communication skills development and learning outcomes of language and communication skills of a boy with Down syndrome at the end of the first grade of elementary school. Therefore, the role of prerequisites for developing boy’s language and communication skills was also subject of this research.The participant in the case study was a first-grader with Down syndrome who has been included in the regular educational school system and attends classes supported by a teaching assistant. In addition to monitoring the student in class and analyzing the paperwork, parents were interviewed in order to understand student’s language and communication skills development. The research results have shown that the student’s preparation for school and activities, which were conducted before the start of the school year, played an important role in stimulating child’s communication skills and later a successful inclusion into the educational process. The established partnership between the teacher, the teaching assistant and parents have resulted in creating an individualized education program and developing specific supporting strategies which sustained the boy’s communication and language skills. Supporting strategies include application of adequate forms of work and development of learning and teaching strategies, based mostly on kinesthetic and graphic presentations which have been proved to be the most acceptable for the boy. This case study is the first ever to test the stated presumptions. Final assessments made by the teachers and statements made by parents at the end of the first grade of elementary school indicate the efficiency of applying the listed supporting strategies. Keywords: Down syndrome, communication and language skills, supporting strategies, partnership with parents, learning outcomes

Frequency of Applying Different Teaching Strategies and Social Teaching Methods in Primary Schools

The question that every modern teacher raises in their daily work is the reflection on selecting teaching strategies and social forms of teaching. Unlike traditional teaching strategies in which knowledge transfer is mainly done by the teacher while the students are passive listeners and recipients of such knowledge, modern teaching strategies enable active student involvement in the teaching process. Thus, student creativity comes first, which is the goal of modern teaching anyway. The main objective of this analysis is to examine which approach the Croatian primary school teachers prefer in order to determine how frequently their classroom methods include traditional or modern teaching strategies. Results of this analysis indicate that traditional teaching strategies still dominate Croatian classrooms, especially primary school ones and they can be seen as an additional motivation to study this problem with the aim of modernizing the teaching process

PREFERRED METHOD OF IMPLEMENTING ENTREPRENEURSHIP EDUCATION INTO CROATIAN PRIMARY SCHOOLS

Uvođenje i provedba obrazovanja za poduzetništvo u europskim osnovnim i srednjim školama doveli su do razvoja različitih koncepcijskih, programskih i organizacijskih pristupa. Analizirajući način na koji je poduzetničko učenje ugrađeno u nacionalne kurikulume, utvrđeno je da u najvećem broju zemalja (EACEA, 2012) u osnovnim školama prevladava kroskurikularni pristup bez eksplicitnih poduzetničkih sadržaja ugrađenih u pojedinačne nastavne predmete. Nešto manje prisutno je integriranje poduzetničkih sadržaja u postojeće obvezne i/ili izborne predmete, odnosno kombinacija integriranja i kroskurikularnog pristupa. Posebni (poduzetnički) nastavni predmeti nisu uobičajena praksa kad su u pitanju osnovne škole, za razliku od općeg srednjoškolskog obrazovanja gdje su sva tri spomenuta vida poduzetničkog obrazovanja prisutna u velikoj mjeri. Anketnim istraživanjem čiji se rezultati prezentiraju u ovom radu ispitali smo koji su najprikladniji načini implementiranja obrazovanja za poduzetništvo u hrvatskim osnovnim školama, po mišljenju ravnatelja (reprezentativni uzorak od 271 ispitanika). Budući da se Nacionalnim okvirnim kurikulumom za opće obvezno i srednjoškolsko obrazovanje, kao i najnovijim reformskim dokumentima Ministarstva znanosti, obrazovanja i sporta, obrazovanje za poduzetništvo predviđa kao međupredmetna tema, provjerili smo smatra li se to najboljim načinom njegove implementacije te u kojoj se mjeri preferiraju: ugrađivanje poduzetničkih sadržaja u programe pojedinih nastavnih predmeta, uvođenje posebnog izbornog predmeta, (u)vođenje vježbovne, učeničke zadruge, ostale izvannastavne aktivnosti, povremene druge odgojno-obrazovne aktivnosti (modularni programi, projekti, radionice), suradnja i susreti izvan škole (tematski dani/tjedni, obilasci, primjeri poduzetništva u praksi) i drugo. Također smo provjerili značajnost razlika u preferiranju pojedinih načina rada s obzirom na obilježja škola: veličinu škole, veličinu naselja i regiju u kojoj škola djeluje. Rezultati su analizirani u odnosu na polazišta spomenutih strateških dokumenata i dosadašnja iskustva u području poduzetničkog učenja kako bi se došlo do određenih preporuka za daljnje unapređivanje ovog odgojno-obrazovnog područja.Introducing and implementing education for entrepreneurship into European primary and secondary schools has resulted in different conceptual, programme and organisational approaches. Analyses of the method in which entrepreneurial learning has been incorporated into national curricula have shown that in the majority of the analysed countries (Eurydice survey 2011, EACEA, 2012) a cross-curricular approach without explicit entrepreneurial content in particular subjects prevails in primary schools. Incorporating entrepreneurial content into existing compulsory and/or optional subjects, i.e. a combination of integration and cross-curricular approach is slightly less common. Separate (entrepreneurial) subjects are not common practice in primary schools as opposed to general secondary education where all of the three aspects of entrepreneurial education are present to a significant extent. This paper presents the results of a survey that has examined which method, according to the headmasters\u27 opinions (representative sample of 271 respondents) is most appropriate for implementing entrepreneurship education into Croatian primary schools. Since the National Curriculum for general compulsory and secondary education as well as the most recent reform documents issued by the Ministry of Science, Education and Sports plan to treat entrepreneurship as an inter-subject topic, we have examined if this is the best way to implement it, as well as to what extent the following are preferable: integrating entrepreneurship content into existing subjects, introducing it as a separate subject, introducing/running an imaginary company, setting up pupils’ communities, other extra-curricular activities, other periodical educational activities (modular programmes, workshops), extra-curricular cooperation and communication (topic meetings, tours, case studies), etc. We have also examined the significance of the differences in preferring one method over the other in relation to the school characteristics (the size of the school, the size of the community, region) as well as estimated indicators of their performance and the limitations they face when entrepreneurship learning is in question. The results have been analysed in relation to the starting point of the mentioned document and the experience in entrepreneurship learning up to this point in order to devise recommendations for further improvement of this educational segment

Training in Methodology for Future Primary School Teachers (Grades 1-4) on Teaching Fine Arts to Pupils

Each society creates its education policy that provides the basis of the system of education and training, and trains staff needed for its implementation: pre-school teachers, teachers and professors.Socio-cultural and individual prerequisites have been merged with the stages of the education process: planning, organization, implementation and evaluation. The essence of evaluation is to express achievements related to pupils\u27 development by identifying realistic teaching aims and tasks i.e. concretization. In addition, the tendency is to upgrade the teaching process. These teaching abilities are acquired in the higher education process and in the course of work with primary school pupils. The subject-matter of our research is the evaluation of methodology training of students in the program for primary school teachers (grades 1-4). The aim is to create teachers focused on development, putting traditional teaching behind us, and upgrading students’ practical experience in methodology.The humanistic approach to training of future teachers for work with children presents a key prerequisite for the quality of the teaching process. We have conducted research on all actors of practical work in methodology: pupils, teachers-mentors, a methodology professor, and students.The results have shown that practical work in fine arts methodology has a significant role in professional training of students in the program for primary school teachers (grades 1-4), and that it has been under-represented in the curriculum and syllabus.It should be emphasized that all actors of practical work in methodology benefit from it: in terms of pupils the presence of students creates some dynamics in the teaching process; students are trained for their work with children; teachers-mentors obtain new theoretical knowledge, ideas i.e. incentives for work and continuous education; while a methodology professor follows the work of each student, and reviews his/her teaching

Racism and Patriarchy in the Meaning of Motherhood

The catalytic abilities of a gold electrode were tested for the quantitative determination of amphetamine (A) and 3,4-methylenedioxy-N-methylamphetamine (MDMA) standards by their oxidation using cyclic voltammetry (CV). The values of the oxidative currents of A and MDMA standards at 0.80 V vs. SCE in 0.05 M NaHCO3 at a scan rate of 50 mV s-1 were linear functions of the concentration in range of 110.9-258.9 μM and 38.7-229.2 μM, respectively. Square wave voltammetry (SWV) revealed a linear increase of current with the concentration of MDMA (range 30.9-91.6 μM), which enabled the quantitative determination of amphetamine derivates. SWV analysis was also successfully performed in spiked urine samples. A and MDMA in the presence of sucrose and as a content in illegally produced tablets were also determined. The voltammetric determinations of A and MDMA derivatives using CV and SWV at gold a electrode are rapid, selective and simple procedures and their accuracy was confirmed with a reference method, high performance liquid chromatography (HPLC). The analysis of spiked urine samples offers an additional possibility for the rapid detection of A and MDMA in human urine.Katalitička svojstva elektrode od zlata su testirana za kvantitativno određivanje amfetamina (A) i 3,4-metilendioksi-N-metilamfetamina (MDMA) standarda. Elektroksidacija A i MDMA je praćena cikličnom voltametrijom (CV). Vrednost oksidativnog pika A i MDMA standarda je linearna funkcija koncentracija u opsegu 110,9-258,9 μM (A) i 38,7-229,2 μM (MDMA). Voltametrija sa pravougaonim impulsima (SWV) je pokazala linearnu zavisnost struja od koncentracija za MDMA standard (u opsegu: 30,9-91,6 μM) kao i u spajkovanim uzorcima humanog urina. Uspešno je analiziran i sadržaj A i MDMA u ilegalno proizvedenim tabletama. Voltametrijsko određivanje A i MDMA derivata uz pomoć CV i SWV na elektrodi od zlata je brza, selektivna i jednostavna procedura. Analiza spajkovanih uzoraka urina nudi dodatnu mogućnost za brzu detekciju A i MDMA u humanom urinu

Periodontal Disease Increases Risk for Chronic Obstructive Pulmonary Disease

The aim of this study was to explore whether a periodontal disease could be a risk indicator for a chronic obstructive pulmonary disease (COPD). The examined group comprised 93 patients with COPD (mean age 65.8 years). The control group comprised 43 systemically healthy individuals (mean age 62.1 years). Respiratory and periodontal conditions were examined in both groups. COPB subjects had significantly worse periodontal conditions than controls (p<0.05) with regard to each parameter of periodontal condition, except for gingival inflammation. COPD patients had higher Plaque Index than control patients (82.84±22.81 vs. 57.15±26.96; p<0.001), higher periodontal depth (3.02±0.92 vs. 2.57±0.79 mm; p=0.007), higher gingival recession (1.97±1.09 vs. 0.91±0.79 mm; p<0.001), and higher mean clinical attachment loss (CAL) (4.12±1.74 vs. 2.91±1.27 mm; p<0.001). Multiple logistic regression model, after controlling for other risk indicators, showed that periodontal disease, presented as CAL ³4 mm at ³60% sites, was associated with odds ratio of 3.2 (95% CI 1.0–9.8) for the COPB group. Data suggest that periodontal disease could be a risk indicator for COPD