236 research outputs found
Reproduktivno zdravlje žena sa oÅ”teÄenjem vida
Results of numerous studies emphasize insufficient system efficacy in the realization
of reproductive rights of women with disabilities. These women usually claim that the
services related to this area are often unreachable and inaccessible, that they lack the
information on reproductive health in the necessary form, that they encounter stereotypes
and prejudices related to their sexuality and their realization in the role of a partner in a
relationship and marriage. Visually impaired women are especially sensitive to this
topic. Therefore, it often happens that they ignore certain health problems, contact the
gynecologist too late, which can lead to late diagnosis. One of the impressions is also
that the level of their knowledge about reproductive health increases with the number of
their interactions and informal education through mass media.
The aim of this paper is to depict the existing international and national normative
frame which regulates the reproductive health of women with disabilities and to
emphasize the problems related to the reproductive health of visually impaired women.
It will also provide recommendations for amendments of the national normative frame.U velikom broju zemalja joÅ” uvek postoje slabosti u obezbeÄenju doslednog pristupa preventivnim programima i uslugama iz podruÄja reproduktivnog zdravlja
ženama sa invaliditetom. Iako i na meÄunarodnom i na nacionalnom nivou postoji pravni okvir za bolji pristup ovim uslugama, on uglavnom nije dovoljno pravno konkretizovan, a samim tim je i nedovoljno primenjen u praksi. Dodatna podrÅ”ka ženama sa oÅ”teÄenjem vida u sistemu zdravstvene zaÅ”tite, prevenciji i sistemu leÄenja retko je prepoznata, te je njihovo odsustvo na ginekoloÅ”kim klinikama u znaÄajnoj meri podiglo interesovanje udruženja slepih i slabovidih, kao i teoretiÄara, oko toga kako one pristupaju informacijama i uslugama iz domena reproduktivnog zdravlja. Poznato je da se Äesto susreÄu sa strukturalnim i komunikativnim barijerama, nespremnoÅ”Äu profesionalaca i Äesto komplikovanom pristupu zdravstvenoj nezi i akcijama usmerenim na reproduktivno zdravlje. Sa druge
strane, seksualni razvoj adolescenata sa oÅ”teÄenjem vida pokazuje iste karakteristike razvoja kao kod adolescenata tipiÄnog razvoja. Slepe devojke, kao i devojke
bez oÅ”teÄenja vida, pokuÅ”avaju da definiÅ”u svoj identitet i mesto u druÅ”tvu, da
otkriju sopstvenu seksualnost i da je dožive. U tome ih Äesto onemoguÄuju ili
ograniÄavaju nedostajuÄe ili nedovoljne informacije o temi, pa samim tim i loÅ”e
razumevanje onoga Å”to im se deÅ”ava. Devojke sa oÅ”teÄenjem vida takoÄe imaju potrebu za ostvarivanjem u partnerskoj ulozi, emocionalnom i seksualnom povezanoÅ”Äu, zainteresovane su da steknu znanje o svom telu, seksualnom i reproduktivnom zdravlju.
U sprovedenim studijama istaknuta je potreba da se ženama sa oÅ”teÄenjem vida
kontinuirano obezbeÄuju informacije o pristupu uslugama reproduktivnog zdravlja. Preporuka je i da se tokom poseta izabranim lekarima i drugim profesionalcima sa kojima su ove žene Äesto u kontaktu ukazuje na znaÄaj redovnih godiÅ”njih
poseta ginekologu. Osnaživanja multisektorskog pristupa ovom pitanju je takoÄe
znaÄajno i prepoznato kroz neprestano poduÄavanje svih pružalaca usluga u sistemu: zdravstvenih radnika, struÄnih radnika u socijalnoj zaÅ”titi, prosvetnih radnika, organizacija saveza slepih i slabovidih.
Nadležna tela relevantna za ovo pitanje treba da se posvete pitanju zaŔtite reproduktivnog i seksualnog zdravlja žena sa invaliditetom, kao i borbi protiv diskriminacije ovih žena, te da osmisle i sprovode kampanju kroz medije, predavanja
i na drugi naÄin, na ovu temu. Pored toga, potrebno je u javnim budžetima obezbediti sredstva za poseban pristup uslugama zaÅ”tite reproduktivnog zdravlja ženama
sa invaliditetom. I, na kraju, ali ne i manje bitno, ove mere bi trebalo prilagoditi svakoj grupi žena sa invaliditetom, s obzirom na vrstu invaliditeta, te informacije i olakÅ”ani pristup uslugama adaptirati na naÄin kojim se prevazilaze konkretne prepreke na koje one nailaze
Nastavnici i inkluzivna nastava usmerena na uÄenika
Educational inclusion is a complex process that includes many aspects related to systemic and organizational activities. In implementing inclusion, the complex and demanding role of teachers is cited as one of the most important factors. Primarily, teachers are expected to understand inclusive values and inclusive education, to have positive attitude towards diversity, to support all students and encourage their education; to collaborate with other professionals and be a reflective practitioners ready for continuous improvement. Without qualified, competent and motivated teachers, it is not possible to develop inclusive culture and inclusive education. When it comes to the inclusion of children with developmental disabilities, study results indicate that a significant number of teachers do not feel ready to implement inclusive education and that school communities are slow in developing inclusive educational ethos. The aim of the paper is to present the results of research related to the basic values of teachers' professional development and teaching aimed at students with developmental disabilities
Nastavnici i inkluzivna nastava usmerena na uÄenika
Educational inclusion is a complex process that includes many aspects related to systemic and organizational activities. In implementing inclusion, the complex and demanding role of teachers is cited as one of the most important factors. Primarily, teachers are expected to understand inclusive values and inclusive education, to have positive attitude towards diversity, to support all students and encourage their education; to collaborate with other professionals and be a reflective practitioners ready for continuous improvement. Without qualified, competent and motivated teachers, it is not possible to develop inclusive culture and inclusive education. When it comes to the inclusion of children with developmental disabilities, study results indicate that a significant number of teachers do not feel ready to implement inclusive education and that school communities are slow in developing inclusive educational ethos. The aim of the paper is to present the results of research related to the basic values of teachers' professional development and teaching aimed at students with developmental disabilities
Social skills of visually impaired pupils in the mainstream schools
Socijalne veÅ”tine predstavljaju sposobnost ispoljavanja druÅ”tveno prihvatljivog ponaÅ”anja koje u situacijama izvrÅ”avanja razliÄitih socijalnih zadataka dovode do pozitivnih ishoda u socijalnom polju (Gresham, et al. 2001). TeÅ”koÄe u prijemu i koriÅ”Äenju vizuelnih informacija kod dece oÅ”teÄenog vida utiÄu na razvoj, usvajanje i ispoljavanje socijalnih veÅ”tina od najranijeg doba. Brojni teorijski i istraživaÄki podaci pokazuju da sredina u kojoj dete živi i uslovi koje ona obezbeÄuje imaju znaÄajnu ulogu u razvoju deteta sa oÅ”teÄenjem vida. Roditeljska podrÅ”ka, adekvatna uklopljenost u vrÅ”njaÄku grupu i odgovarajuÄi obrazovni uslovi predstavljaju najznaÄajnije faktore razvoja socijalnih veÅ”tina slepih i slabovidih uÄenika. Cilj rada je ispitivanje nivoa socijalnih veÅ”tina slepih i slabovidih uÄenika redovnih Å”kola u odnosu na stepen oÅ”teÄenja vida i pol, kao i poreÄenje nivoa socijalnih veÅ”tina uÄenika sa oÅ”teÄenjem vida iz redovnih Å”kola i vrÅ”njaka tipiÄnog razvoja. Uzorak je Äinilo 29 slepih i slabovidih adolescenata i 151 vrÅ”njak bez oÅ”teÄenja vida. ObuhvaÄeni su uÄenici sedmih i osmih razreda osnovnih Å”kola i srednjih Å”kola u ÄetvorogodiÅ”njem trajanju. Podaci o socijalnim veÅ”tinama, dobijeni su na osnovu procene socijalno kompetentnih i antisocijalnih ponaÅ”anja, koriÅ”Äenjem Skale socijalnog ponaÅ”anja u Å”koli - SSBS-2 (Merrell, 2002.,
School Social Behavior Scales, Second Edition). Rezultati istraživanja pokazuju, da uÄenici sa oÅ”teÄenjem vida koji se Å”koluju u redovnim Å”kolama, imaju visok nivo socijalnog ponaÅ”anja i ne razlikuju se od vrÅ”njaka tipiÄnog razvoja. Slabovidi uÄenici u poreÄenju sa slepim, imaju viÅ”i nivo socijalne kompetencije, ali i antisocijalnih ponaÅ”anja, a socijalno ponaÅ”anje devojaka je na viÅ”em nivou u poreÄenju sa mlaÄim. UÄenici sa oÅ”teÄenjem vida imaju viÅ”e skorove socijalno kompetentnog ponaÅ”anja u poreÄenju sa decom tipiÄnog razvoja, a statistiÄki znaÄajne razlike, utvrÄene su u domenu antisocijalnih ponaÅ”anja (nivo 0,05), u Äijoj osnovi stoji viÅ”i nivo Hostilno/Iritabilnih ponaÅ”anja u grupi uÄenika tipiÄnog razvoja.Social skills are the ability to perform socially significant behaviors exibited in
specific situations that predict important social outcomes for children and youth (Gresham,
et al. 2001). Difficulties in receiving and usage of visual information in children with visual
impairments affect the development, acquisition and the demonstration of social skills from
the earliest age. Numerous theoretical and research data show, that the environment in
which the child lives, and the conditions that it provides, have important role in the
development of each child, including a child with visual impairments. Parental support,
adequate integration into the peer group and relevant training requirements are the most
important factors of development of social skills of blind and visually impaired students.
The aim of this paper was: 1) to examine the level of social skills of blind and low
vision students in the mainstrean schools, with regard to level of visual impairment and
gender, 2) compare sociall skills of children with visual impairments in the mainstream
schools with their peers.
The sample consists of 29 blind and low vision students, and 151 sighted peers
Students were attending 7th or 8th grade of elementary schools, and four-year secondary
schools. Social skills are assessed as social competence and antisocial behaviors. The
instrument - School Social Behavior Scales (SSBS-2, Merrell, 2002), was used to obtain
data. Statistical Program for Social Sciences was used for statistical data processing.
The results show, that students with visual impairments who are educated in
mainstream schools, have a high level of social behavior and do not differ from the sighted
peers. Low vision students in comparison with the blind, have higher level of social
competence, and antisocial behavior. In the same time, social behavior of girls is higher
when compared with young men. Students with visual impairments have more socially
competent behavior scores in comparison to sighted children, and significant differences
were found in the antisocial behavior (level 0.05), which are based on a higher level of
hostile / irritable behavior of the group of the typical development students
Attention disorders in visually impaired children with mild intellectual disability
Pažnja je baziÄna psihiÄka funkcija i nalazi se u osnovi niza kognitivnih,
motoriÄkih, adaptivnih sposobnosti i veÅ”tina. Pažnja pomaže procesuiranje
informacija i nastoji da se ono izvrÅ”i u odreÄenom vremenskom
intervalu. Svakodnevno životno funkcionisanje i uÄenje dece sa viÅ”estrukom
ometenoÅ”Äu znaÄajno je odredjeno i funkcijama pažnje. Ciljevi rada su:
utvrditi uÄestalost poremeÄaja pažnje (nepažljivosti i hiperaktivnosti) kod
slabovidih ispitanika sa lakom intelektualnom ometenoÅ”Äu (LIO); utvrditi
razlike u ispoljavanju poremeÄaja pažnje kod slabovidih ispitanika sa LIO u
odnosu na pol i utvrditi korelacije izmeÄu poremeÄaja pažnje i adaptivnog
ponaŔanja kod ispitanika sa LIO i slabovidih ispitanika sa LIO. Istraživanje
je sprovedeno na uzorku od 221 ispitanika sa LIO, uzrasta 4 do 21 godine.
Iz ovog uzorka je izdvojeno 12-oro dece koja pored intelektualne ometenosti
(IO) imaju i oÅ”teÄenje vida. U poduzorku je bilo Å”est ispitanika muÅ”kog
i Å”est ispitanika ženskog pola. PoremeÄaji pažnje su procenjeni nastavniÄkom
verzijom Ahenbahovog upitnika (Achenbach System of Empiricaly
Based Assessment, Teacherās Report Form; Achenbach, Rescorla, 2001).
Skala PoremeÄaji pažnje je razdvojena na dve podskale ā Nepažljivost i
Hiperaktivnost-impulsivnost. KoriÅ”Äen je i deo upitnika kojim se procenjuje
adaptivno ponaŔanje ispitanika. Analiza rezultata je pokazala da su slabovidi
ispitanici sa LIO skloniji ispoljavanju nepažljivosti u odnosu na hiperaktivnost,
ali izmeÄu ispoljavanja nepažljivosti (t=0,964, df=10, p=0,358) i ispoljavanja
hiperaktivnosti (t=2,906, df=10, p=0,016) nisu dobijene statistiÄki znaÄajne razlike. TakoÄe, nisu uoÄene razlike u ispoljavanju problema ponaÅ”anja
izmeÄu deÄaka i devojÄica (t=1,609, df=10, p=0,139). UtvrÄeno je
da LIO ima veÄi uticaj na pojavu poremeÄaja pažnje nego oÅ”teÄenje vida.
Rezultati istraživanja pokazuju da poremeÄaje pažnje ispoljavaju ispitanici
Äije su adaptivne sposobnosti niže.Attention is basic psychical function and it is in the core of many
cognitive, motoric, adaptive abilities and skills. Attention helps the processing
of information and it aims at executing the processing in a limited time frame.
Everyday life functioning and learning of children with multiple disabilities
is significantly determined by also the functions of attention. The goals of this
paper were: to determine the prevalence of attention disorders (inattention
and hyperactivity) in visually impaired children with mild intellectual
disability (MID); to identify differences in the expression of attention
disorders in visually impaired respondents with MID in relation to gender
and to determine the correlations between attention disorders and adaptive
behavior in respondents with MID and visually impaired respondents
with MID. The study was conducted on a sample of 221 respondents with
MID, aged 4 to 21 year. From that sample, 12 children who, in addition to
intellectual disability, also have visual impairment, was selected. In that subsample
there were six male and six female respondents. Attention disorders
were examined by applying teacherās form of Achenbach questionnaire
(Achenbach System of Empiricaly Based Assessment, Teacherās Report Form;
Achenbach, Rescorla, 2001). Attention disorders scale has been divided into
two subscales ā inattention and hyperactivity-impulsivity. Also, the part of
the questionnaire that assesses adaptive behavior of respondents was used.
Result analysis showed that subjects with low vision and MID were more
inclined to express inattention in relation to hyperactivity, but between the
manifestation of inattention (t=0,964, df=10, p=0,358) and the manifestation
of hyperactivity (t=2,906, df=10, p=0,016) there were no statistically significant differences. Also, we have not detected differences in the expression of
behavior problems among boys and girls (t=1,609, df=10, p=0,139). It was
found that MID has a greater impact on the occurrence of attention disorders
than visual impairment. The research results showed that attention disorders
are manifested by respondents whose adaptive abilities are lower
Socijalna participacija i realizacija životnih navika kod odraslih osoba sa oÅ”teÄenjem vida
Social participation, i.e. functioning in society is a broad concept which covers all situations or life domains in which a person can be involved, and it is operationalized through the concept of life habits. Life habits are activities and social roles which person realizes and that environment recognizes and acknowledges in the context of gender, age and socio-cultural identity. The ability to carry out acitivities of daily living is an important aspect of functional independence of the individual. However, visual impairment is associated with certain degree of limitations in the field of participation in everyday activities. The goal of this paper is to provide an overview of researches that examined social participation and realization of life habits in adults with visual impairment.Socijalna participacija, odnosno funkcionisanje u druÅ”tvu predstavlja Å”irok koncept koji pokriva sve situacije ili životne domene u koje osoba može biti ukljuÄena i operacionalizovana je preko koncepta životnih navika. Životne navike su aktivnosti i socijalne uloge koje osoba realizuje i koje njena okolina prepoznaje i priznaje u kontekstu pola, uzrasta, socio-kulturnog identiteta. Sposobnost da se realizuju aktivnosti svakodnevnog življenja predstavlja važan aspekt funkcionalne nezavisnosti pojedinca. MeÄutim, oÅ”teÄenje vida je u vezi sa izvesnim stepenom ograniÄenja upravo u oblasti participacije u svakodnevnim aktivnostima. Cilj ovog rada je pregled istraživanja koja su se bavila ispitivanjem socijalne participacije i realizovanja životnih navika kod odraslih osoba sa oÅ”teÄenjem vida
Intelektualna ometenost i oÅ”teÄenje vida
Children with intellectual disability show different degrees of delay in the social field, in the field of communication and physical development. Very often they have additional auditory and visual impairment. These children learn more slowly than their peers without disabilities, because they have great difficulties in knowledge acquisition and transfer of knowledge from one area to another. The results show that the prevalence of visual impairment in people with IO is moving in different percentages, because it is difficult to diagnose, because these people do not complain of vision problems, while experts and families often attribute atypical patterns of behavior to intellectual disability and so present visually impaired is ignored. Also it is very difficult to examine the visual function at those children. It is a contemporary practice that researchers determine state of vision and visual functions in children with intellectual disability. In addition it is very clear their view that people with intellectual disability should be seen as people with serious visual impairments until proven opposite. Prevalence of visual impairment and intellectual disability is very seldomly studied in our country. This paper will present researches that had an aim to determine the relation between visual impairment and intellectual disability.Deca sa intelektualnom ometenoÅ”Äu (IO) ispoljavaju razliÄite stepene kaÅ”njenja u socijalnoj sferi, u oblasti komunikacije i fiziÄkom razvoju. Vrlo Äesto imaju dodatna auditivna i vizuelna oÅ”teÄenja. Ova deca uÄe sporije od svojih vrÅ”njaka bez invaliditeta, jer imaju izuzetne teÅ”koÄe u usvajanju i prenoÅ”enju znanja iz jedne oblasti u drugu. Rezultati istraživanja pokazuju da se prevalenca oÅ”teÄenja vida kod osoba sa IO kreÄe u razliÄitim procentima, jer je teÅ”ko postavljanje dijagnoze, poÅ”to se ove osobe ne žale na probleme sa vidom, dok struÄnjaci i porodica atipiÄne obrasce ponaÅ”anja uglavnom pripisuju intelektualnoj ometenosti i tako se zanemaruje prisutno oÅ”teÄenje vida. TakoÄe, kod njih je teÅ”ko ispitati vizuelne funkcije. Primetna je tendencija savremenih istraživaÄa da kod dece sa IO utvrde stanje vida i vizuelnih funkcija. Pored toga vrlo je jasan njihov stav da osobe sa intelektualnom ometenoÅ”Äu treba posmatrati i kao osobe sa ozbiljnim vizuelnim oÅ”teÄenjima sve dok se ne dokaže suprotno. Prevalenca oÅ”teÄenja vida i intelektualne ometenosti je malo prouÄavana u naÅ”oj sredini. U ovom radu prikazaÄemo istraživanja Äiji cilj je bio utvrÄivanje prevalence oÅ”teÄenja vida i intelektualne ometenosti
Sexuality and sexual health of the population with disabilities, with special reference to people with visual impairments
Sexuality represents one of the basic dimensions of human existence,
which is channelled through sexual and gender identification and role,
sexual orientation, eroticism, emotional commitment, satisfaction, and
reproduction. Sexuality is also linked to many significant health problems,
especially in the area of reproductive and sexual health. Sexual health is
the condition of physical, emotional, mental, and social wellbeing that is
linked with sexuality. Knowledge about sexual health, contraception and
selection of contraceptives, and the risk of sexually transmittable diseases
is not only relevant for individualsā sexuality; itās also important for encouraging the use of health services and other forms of support that are necessary to protect youth from sexually transmittable diseases and the
maintenance of sexual and reproductive health.
When it comes to sexuality and care of reproductive and sexual health,
some groups are especially vulnerable. Bearing in mind the specific conditions women with disabilities grow up in and their dependence on assistance and support from other people, satisfying their needs for partnership, sexuality, and parenthood becomes unattainable for many, or it takes
place under the control of professionals or family members. In this context, people with visual impairments are part of a vulnerable group, acknowledging that visual impairment leads to limitations in everyday life,
autonomy, and quality of life to its full potential.
The purpose of this article is to describe the phenomena of sexuality
and sexual health among people with visual impairments, and to point out
the existing international and national normative frameworks relevant to
the sexual health of people with disabilities. Existing legislative acts acknowledge the right to a normal sexual life, as well as to the care and
maintenance of the sexual health of people with disabilities. However,
there are many obstacles and limitations that hamper the practical application of these rights: health issues, communication problems, lack of
privacy, peopleās acceptance of the inhibition of their own sexuality, or
their acceptance of the labelling and normalisation of their situation. Even
considering the existence of the regulation, the system of support for
maintaining and improving the sexual and reproductive health of women
with disabilities is not developed enough. The lack of literature relating to
this topic shows that its importance is not recognised enough among the
relevant actors, including organisations that advocate for people with
disabilities. Realising the existing general legal framework requires the
will of policymakers, who could enact and implement specific bylaw regulations, as well as activating the societal actors relevant to this field.Seksualnost predstavlja osnovnu dimenziju ljudskog postojanja, ali i osetljivo podruÄje ljudske intime.
Može da bude povezana sa mnogim zdravstvenim problemima, posebno sa onim iz podruÄja reproduktivnog i seksualnog zdravlja. Postoje grupe koje su posebno ranjive kada je u pitanju seksualnost i briga o
reproduktivnom i seksualnom zdravlju. S obzirom na specifiÄne uslove odrastanja i na zavisnost od pomoÄi
i podrÅ”ke drugih, zadovoljenje potrebe za partnerstvom i seksualnoÅ”Äu za mnoge osobe sa invaliditetom
je nedostižno ili se odvija pod kontrolom profesionalaca ili Älanova porodice.
Cilj ovog rada je opisati fenomene seksualnosti i seksualnog zdravlja kod osoba sa oÅ”teÄenjem vida i ukazati na postojeÄi meÄunarodni i nacionalni normativni okvir relevantan za seksualno zdravlje osoba sa
invaliditetom. PostojeÄim zakonima i strateÅ”kim aktima, osobama sa invaliditetom neosporno se priznaju
pravo na seksualni život i pravo na brigu i oÄuvanje seksualnog zdravlja, ali, takoÄe, Äinjenica je da postoje razna ograniÄenja u praksi: zdravstvena, komunikativna, nedostatak privatnosti, prihvatanje inhibiranja
sopstvene seksualnosti ili prihvatanja sredinskih etiketiranja i normiranja. I pored postojeÄeg strateÅ”kog
i zakonskog okvira, sistem podrÅ”ke za oÄuvanje i unapreÄenje seksualnog zdravlja osoba sa invaliditetom
nije u dovoljnoj meri razvijen, a nedostatak literature o ovoj temi ukazuje da nije prepoznat ni njen znaÄaj
meÄu relevantnim akterima, ukljuÄujuÄi i organizacije osoba sa invaliditetom. Realizacija postojeÄeg,
opÅ”teg pravnog okvira zahteva politiÄku volju koja bi se odrazila u donoÅ”enju konkretnih podzakonskih
akta i njihovoj implementaciji, te aktiviranju subjekata relevantnih za ovu oblast
Šblici komunikacije slepogluvih osoba
SlepogluvoÄa je kombinacija oÅ”teÄenja vida i oÅ”teÄenja sluha koja dovodi do
teÅ”koÄa u domenima komunikacije, mobilnosti i svakodnevnog funkcionisanja. Potpuno
ili delimiÄno ograniÄava osobu u aktivnostima i uÄeÅ”Äu u tolikoj meri da druÅ”tvo treba da
joj obezbedi posebne usluge, izmene u okruženju i asistivne tehnologije. Slepogluve
osobe pripadaju izuzetno heterogenoj grupi osoba sa invaliditetom. Deca, mladi i odrasli
se razlikuju prema vrsti, stepenu i vremenu nastanka oÅ”teÄenja vida i oÅ”teÄenja sluha,
fiziÄkim i zdravstvenim problemima, kognitivnom funkcionisanju, oblicima
komunikacije koje koriste, postojanju dodatnih smetnji u razvoju. Pristupi i intervencije
u obrazovanju i rehabilitaciji slepogluvih osoba su proistekli iz podruÄja koja Äine
obrazovanje i rehabilitacija osoba sa oÅ”teÄenjem vida i obrazovanje i rehabilitacija osoba
sa oÅ”teÄenjem sluha. MeÄutim, slepogluve osobe zahtevaju podrÅ”ku i sistem usluga koje
se znaÄajno razlikuju od onih namenjenih iskljuÄivo osobama sa oÅ”teÄenjem vida ili
osobama sa oÅ”teÄenjem sluha. U cilju razvijanja i održavanja komunikacije slepogluvih
osoba kreiran je Ŕirok spektar podrŔke, alternativnih komunikacionih sistema i tehnika i
razvijen znatan broj oblika komunikacije. Oblici komunikacije koje slepogluve osobe
mogu da koriste su: govor, znakovni jezik, locirani znakovni jezik, voÄeni znakovni jezik,
prstna azbuka/abeceda, ruÄna azbuka/abeceda, taktilni znakovni jezik, Lormova
abeceda, pisanje na dlanu, Tadoma metod, pisani govor, uveÄana Å”tampa, Brajevo pismo.
Cilj rada je opisati oblike komunikacije koje mogu da razviju i koriste slepogluve
osobe
Quality of life of deafblind people
SlepogluvoÄa je dvostruko senzorno oÅ”teÄenje koje ograniÄava osobu u brojnim podruÄjima funkcionisanja, a posebno izražene mogu biti teÅ”koÄe u komunikaciji, pristupu informacijama i mobilnosti. OÅ”teÄenje vida i oÅ”teÄenje sluha su Äesto prisutni u kasnijem životnom dobu i utiÄu na fi- ziÄko i psihiÄko stanje osobe, na njeno uÄeÅ”Äe u druÅ”tvu i na kvalitet života.
Rezultati studija ukazuju na to da se oÄekuje porast broja osoba sa dvostru- kom senzornom ometenoÅ”Äu i, s tim u vezi, ukazuju i na neophodnost razvijanja strategija za kvalitetnije obrazovanje i uÄeÅ”Äe slepogluvih osoba u druÅ”tve- nim aktivnostima. Pored postojanja usluga koje pružaju tumaÄi i asistenti, u literaturi je istaknut znaÄaj posebno obuÄenih vodiÄa koji bi slepogluvim osobama pomagali da savladaju sredinske barijere, pružali bi im socijalnu pod- rÅ”ku i, eventualno, usluge prevoza.
Cilj rada je da se predstave rezultati istraživanja u vezi s kvalitetom ži- vota osoba s dvostrukim senzornim oÅ”teÄenjem.Deafblindness is a dual sensory impairment that limits a person in many areas, and especially severe can be difficulties in communication, access to information and mobility. Visual impairment and hearing impairment are often acquired later in life and affect a personās physical and psychological condition, participation in society and quality of life.
The results of the studies indicate that the number of people with dual sensory impairment is expected to increase in the future and, with that in mind, the necessity of developing strategies for the participation of deafblind people in social activities is also accentuated. In addition to the services provided by interpreters and assistants, the literature highlights the importance of specially trained guides who would help deafblind people overcome environmental barriers, provide them with social support and, possibly, transportation services.
The aim of the paper is to present the results of research related to the quality of life of persons with double sensory impairment
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