201 research outputs found
Attitude and emotional functioning of children with intellectual disability
U radu je tretiran problem socijalnog i emocionalnog funkcionisanja
dece sa lakom intelektualnom ometenoÅ”Äu u uslovima njihove standardne
situacije edukacije. ObuvaÄena su 124 ispitanika sa lakom intelektualnom
ometenoÅ”Äu, oba pola, kalendarskog uzrasta od 8 do 13,5 godina osnovnih
Ŕkola u Beogradu. Za procenu ponaŔanja primenjena je Conners
skala procene ponaŔanja (Conners, K., 1969, 1999) koja daje uvid u
najfrekventnije i najuÄestalije tipove emocionalnih i bihevioralnih smetnji
kod dece sa razliÄitim razvojnim smetnjama. Rezultatima je ukazano na
prisustvo razliÄitih tipova sociojalno-emocionalnih smetnji i poremeÄaja
koji zahtevaju primenu multimodalno orijentisanog pristupa kao osnove
tretmana uoŔenih 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
Connerās behavior assessment scale (Connerās, 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 ā developmental determinants and possibility of treatment
Ovako definisana empirijska studija pokuŔava da odgovori na problem
specifiÄnih veza izmeÄu individualnih razvojnih karakteristika ispitane
dece, posmatranih kroz standardnu situaciju edukacije u momentu kada
je istraživanje izvedeno.Cilj: Interesovanje autora usmereno je na utvrÄivanje
povezanosti motornog, socijalnog i saznajnog funkcionisanja ispitanog
uzorka. To determiniÅ”e praktiÄne implikacije rada ā inkluzivne edukacije, s
jedne strane i multimodalnog tretmana bihejvioralnih smetnji, s druge strane.
Metodologija: SluÄajan uzorak formiran je od 90 ispitanika sa lakom
intelektualnom ometenoÅ”Äu, oba pola koji pohadjaju osnovne Å”kole u Beogradu.
Motorne sposobnosti ispitane su kliniÄkim, razvojnim skalama baterije
Lurija-Nebraska za decu, a ponaŔanje IOWA Conners skalom procene
kojom se dobija uvid u ponaŔanje i pažnju u uslovima edukacije. Saznajno
funcionisanje dece u uzorku, procenjeno kroz Ŕkolski uspeh i formiranje pojmova,
ispitano je Testom koriÅ”Äenja (upotrebe) pojmova. Rezultati: UtvrÄeno
je postojanje statistiÄki signifikatne korelacije meÄu ispitanim varijablama
Å”to je potvrdilo polazne hipoteze iskazane kroz cilj rada. ZakljuÄak:
Ukazano na konceptualne i praktiÄne moguÄnosti izvoÄenja 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 itās 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 ā 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 ometenoÅ”Äu u uslovima njihove standardne
situacije edukacije. ObuvaÄena su 124 ispitanika sa lakom intelektualnom
ometenoÅ”Äu, oba pola, kalendarskog uzrasta od 8 do 13,5 godina osnovnih
Ŕkola u Beogradu. Za procenu ponaŔanja primenjena je Conners
skala procene ponaŔanja (Conners, K., 1969, 1999) koja daje uvid u
najfrekventnije i najuÄestalije tipove emocionalnih i bihevioralnih smetnji
kod dece sa razliÄitim razvojnim smetnjama. Rezultatima je ukazano na
prisustvo razliÄitih tipova sociojalno-emocionalnih smetnji i poremeÄaja
koji zahtevaju primenu multimodalno orijentisanog pristupa kao osnove
tretmana uoŔenih 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
Connerās behavior assessment scale (Connerās, 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 ā developmental determinants and possibility of treatment
Ovako definisana empirijska studija pokuŔava da odgovori na problem
specifiÄnih veza izmeÄu individualnih razvojnih karakteristika ispitane
dece, posmatranih kroz standardnu situaciju edukacije u momentu kada
je istraživanje izvedeno.Cilj: Interesovanje autora usmereno je na utvrÄivanje
povezanosti motornog, socijalnog i saznajnog funkcionisanja ispitanog
uzorka. To determiniÅ”e praktiÄne implikacije rada ā inkluzivne edukacije, s
jedne strane i multimodalnog tretmana bihejvioralnih smetnji, s druge strane.
Metodologija: SluÄajan uzorak formiran je od 90 ispitanika sa lakom
intelektualnom ometenoÅ”Äu, oba pola koji pohadjaju osnovne Å”kole u Beogradu.
Motorne sposobnosti ispitane su kliniÄkim, razvojnim skalama baterije
Lurija-Nebraska za decu, a ponaŔanje IOWA Conners skalom procene
kojom se dobija uvid u ponaŔanje i pažnju u uslovima edukacije. Saznajno
funcionisanje dece u uzorku, procenjeno kroz Ŕkolski uspeh i formiranje pojmova,
ispitano je Testom koriÅ”Äenja (upotrebe) pojmova. Rezultati: UtvrÄeno
je postojanje statistiÄki signifikatne korelacije meÄu ispitanim varijablama
Å”to je potvrdilo polazne hipoteze iskazane kroz cilj rada. ZakljuÄak:
Ukazano na konceptualne i praktiÄne moguÄnosti izvoÄenja 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 itās 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 ā 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 Brunerās 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 sluÄaja bio je da identifikuje specifiÄne poteÅ”koÄe u Äitanju
kod uÄenika sa poteÅ”koÄama u uÄenju, i u odnosu na njih predloži implementaciju
savremenog metoda poduÄavanja Äitanja (metod direktnog poduÄavanja).
Ispitanica je odabrana u dogovoru sa nastavnim kadrom zaposlenim u srednjoj
Å”koli āMemorijalā u gradu O Kler, Viskonsin, SAD. Procena veÅ”tine Äitanja
izvrÅ”ena je primenom sledeÄih mernih instrumenata: DinamiÄni pokazatelji
osnova ranih sposobnosti pismenosti (DIBELSTM) Ŕesta edicija - subtest ne-
reÄi i Procena Primarne Fonemske Svesnosti preuzeta iz indeksa āGā udžbenika
āDirektnog PoduÄavanja Äitanjaā (Carnine, Silbert, Kameāenui, & Tarver, 2004).
Istraživanje je sprovedeno na proleÄe 2013. godine. UtvrÄeno je da uÄenica koja
je u to vreme pohaÄala deveti razred, Äita na nivou uÄenika koji pohaÄa prvi raz-
red osnovne Ŕkole. U odnosu na dobijene rezultate predložena je intervencija
primenom metoda direktnog poduÄavanja Äitanja.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, Kameāenui, &
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
Vrste metoda u uÄenju - 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 znaÄaja primene ove teorije u nastavi i uÄenju. Ukazano je na osnovne aspekte definisanja uÄenja kroz sticanje znanja i izbor strategija i faktora uÄenja važnih sa aspekta specijalne edukacije i rehabilitacije kao i pedagogije i nastave uopÅ”te. TakoÄe 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, veÅ”tina i navika kao bitnih pokazatelja obrazovanja. Finalna razmatranja bazirana su na kritiÄkom prilazu ovoj teoriji i sagledavanju njenog doprinosa razumevanju nastave i uÄenja
Simptomatologija i tretman bihejvioralnih smetnji dece sa intelektualnom ometenoÅ”Äu
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 ometenoÅ”Äu u uslovima njihove standardne situacije edukacije. ObuhvaÄena su 124 ispitanika sa lakom intelektualnom ometenoÅ”Äu, oba pola, kalendarskog uzrasta od 8 do 13,5 godina osnovnih Å”kola u Beogradu. Za procenu ponaÅ”anja primenjena je Conners skala procene ponaÅ”anja (Conners, K., 1969, 1999) koja daje uvid u najfrekventnije i najuÄestalije tipove emocionalnih i bihevioralnih smetnji kod dece sa razliÄitim razvojnim smetnjama. Rezultatima je ukazano na prisustvo razliÄitih tipova socijalno-emocionalnih smetnji i poremeÄaja koji zahtevaju primenu multimodalno orijentisanog pristupa kao osnove tretmana uoÄenih problema u ovoj populaciji
Efekti interaktivne nastave u obrazovanju dece oÅ”teÄenog sluha
Reform of special pedagogical work and education is directed to creating conditions for wide inclusion of the children with developmental problems into the system of the regular pre school and school work, and also to improvement and changing of the concept of work of special schools, particularly to changing inner organization of teaching, introducing modern models of learning. Renewed teaching process requires renewed teaching contents and ways of their realization. The aim of the research has been determination of the interactive teaching dominated by the frontal form of work considering the level of knowledge of the students with hearing impairment. The specimen included 18 students with the hearing impairment age 15-18. Given results have shown that application of the method of interactive teaching has a positive correlation with the level and quality of knowledge of students.Reforma specijalnog vaspitanja i obrazovanja usmerena je na stvaranje uslova za Å”ire ukljuÄivanje dece ometene u razvoju u sistem redovnog vaspitanja i obrazovanja, ali i na unapreÄenje i menjanje koncepcije rada specijalnih Å”kola, posebno na menjanje unutraÅ”nje organizacije nastavnog rada uvoÄenjem savremenih modela uÄenja. Osavremenjivanje nastavnog procesa zahteva osavremenjivanje i nastavnih sadržaja, ali i naÄina njihove realizacije. Cilj istraživanja bio je da se utvrdi da li primena interaktivne nastave u kojoj dominira kooperativno uÄenje i grupni oblik rada ima prednost u odnosu na tradicionalnu nastavu u kojoj dominira frontalni oblik rada u pogledu nivoa znanja uÄenika oÅ”teÄenog sluha. Uzorak je Äinilo 18 uÄenika oÅ”teÄenog sluha uzrasta od 15 do 18 godina. Dobijeni rezultati pokazali su da primena metoda interaktivne nastave pozitivno korelira sa nivoom i kvalitetom znanja uÄenika
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