Journal of Special Education and Rehabilitation
Journal of Special Education and Rehabilitation (JSER) (ISSN 1409-6099) is a multidisciplinary peer reviewed international journal edited by the Institute of Special Education and Rehabilitation of the Faculty of Philosophy in Skopje, Macedonian Scientific Society for Autism and Macedonian Association of Special Educators. The following articles will be considered for publication: original and review articles, short report, letters to the editor, clinical experiences, survey of cases, doctoral dissertations, master of arts, editorials, rapid communications and other contributions from all the fields of special education, medicine, psychology, pedagogy, social policy, and the related sciences. Special educators, medical doctors, psychologists, pedagogues, social workers and other employed in the public and private special schools, institutions, health departments and hospitals in Republic of Macedonia and all over the world have the right to publish. The aim of the journal is to share and disseminate knowledge between all disciplines that work in the field of special education and rehabilitation. All articles will be critically reviewed within 2 months, but longer delayes are sometimes unavoidable. All manuscripts must comply with Authors Instructions. There are around 20 articles published per year. JSER allows free access (Open Access) to its contents and permits authors to self-archive final accepted version of the articles on any OAI-compliant institutional / subject-based repository. Journal of Special Education and Rehabilitation is devoted to the scientific study of disability. The subject matter is broad and includes, but is not restricted to, findings from biological, educational, genetic, medical, psychiatric, psychological and sociological studies, and ethical, philosophical, and legal contributions that increase knowledge on the prevention and treatment of disability, and/or inform public policy and practice.
ORGANIZATION OF AN INTERNATIONAL CONFERENCE “TRANSFORMATION TOWARDS SUSTAINABLE AND RESILIENT SOCIETY FOR PERSONS WITH DISABILITIES”
On the occasion of the 25th anniversary since the special education and rehabilitation studies were established, the Institute of special education and rehabilitation at the Faculty of philosophy in Skopje organizes the 5th international conference “Transformation towards sustainable and resilient society for persons with disabilities”. It is planned the conference to take place in Ohrid, Republic of Macedonia in the period from 13 to 15 September 2018 and in the program to be included plenary lectures from renowned lecturers, as well as presentation of scientific and professional papers in the field of special education and rehabilitation and relatedsciences. The main topics of interest for paper preparation are the following: News in special education and rehabilitation Quality of life of persons withdisabilities Inclusivesociety Transformation in the field of healthcare Transformation in the field ofeducation Transformation in the field of social protection The role of the government sector and civil society organizations in the transformation of institutions and services and theirsustainability Cross-sectorial cooperation Additional information regarding the conference can be found at the web site http://def25.fzf.ukim.edu.mk/index.html.
Copyright (c) 2018 Maja Filipovska https://creativecommons.org/licenses/by/4.0
CELEBRATION OF DECEMBER 3RD – THE INTERNATIONAL DAY OF PERSONS WITH DISABILITIES
The Institute of special education and rehabilitation at the Faculty of philosophy in Skopje every year celebrates December 3rd, the International Day of Persons with Disabilities. On that occasion, on 1.12.2017 at the Rectorat of the University “Ss. Cyril and Methodius” was held a round table with the main topic “Transformation towards sustainable and resilient society for all”, according to this year’s official theme of the UN organization. The main focus was put on the future of the persons with disabilities as users of the institutions in the field of social protection and special elementary and secondary schools and transformation of these institutions which should be following the current trends. Participants on the round table were all relevant stakeholders in the process of transformation (representatives from the Ministry of labor and social policy, Ministry of education and science, representatives from special schools and other relevant state institutions). Traditionally every year, within the celebration, the foundation “Prof. d-r Lupco Ajdinski” gives a special achievement award in the field of special education and rehabilitation theory and practice. This year as well, Ljupco Ajdinki, PhD, prominent retired professor and humanist, awarded honors for the highest-ranking student at the Institute of Special Education and Rehabilitation, graduated special educator and rehabilitator with the highest average of the current year, as well as two awards for the greatest contribution in the country and the region. Besides the organization of the round table, on 3.12.2017, the Institute of Special Education and Rehabilitation celebrated the International Day of Persons with Disabilities by organizing a workshop “Donate from the heart” for preparation of New Year's cards. The collected funds from this event were donated to the youth from the Institute for Rehabilitation of Children and Youth in Skopje so that they can furnish their new home.
PROJECT EVALUATION OF THE INTEGRATION OF STUDENTS WITH SPECIAL NEEDS IN THE UNITED NATIONS RELIEF AND WORK AGENCY SCHOOLS IN JORDAN
Introduction: Any experience or any project needs to assess its success or failure, and the extent to which the desired objectives are accomplished, and the degree of satisfaction and weakness of those who support it and its beneficiaries. Objectives: The study aims at evaluating the project of integration of students with special needs in the United Nations Relief and Work Agency (UNRWA) schools in Jordan along with the aim to contribute to program development. Hence, there is a need for such a study that sheds light on some aspects of the program by those in charge of its application. Methods: The study uses the descriptive, analytical approach. The sample consisted of 90 females working as school principals, regular teachers and special education teachers. Results: The research findings indicate that school teachers and principals possess a higher core knowledge when it comes to special education, simultaneously, the importance of basic principles needed for implementing the integration had also scored high from the school principals’ viewpoint. However, from the teachers’ perspective, implementing strategies required to support integration in schools had scored at the average level. Conclusion: The entire study’s results conclude that the first evaluation study of UNRWA school was successful in general, although there are some obstacles and difficulties encountered in the application of the strategies needed to implement the inclusion.
Copyright (c) 2018 Hiyam Katanani https://creativecommons.org/licenses/by/4.0
COMMITMENT OF PUBLIC INSTITUTIONS IN BULGARIA TO THE ACCESS TO ART FOR THE VISUALLY IMPAIRED INDIVIDUALS. THE ROLE OF THE BAGMIVI PROJECT (BRIDGING THE GAP BETWEEN MUSEUMS AND INDIVIDUALS WITH VISUAL IMPAIRMENT)
Introduction In the past 20 years many efforts have been маде in Bulgaria in order to provide more access for people with disabilities in general, and for visually impaired in particular, to museums, art galleries and other cultural venues. Traditionally visually impaired people are not frequent visitors of museums and galleries due to the barriers put to them in these places and the lack of appropriate and accessible ways to perceive the exponents. Objectives and Methods Through good cooperation, the process of increasing the access to art for the visually impaired can become a reality. One example of good practices is the BaGMIVI project under the Erasmus+ program. Results The BaGMIVI project’s steps and actions are described in details, especially the actions undertaken in Bulgaria as one of the participating countries. The main steps included: 1) Training of the museum and gallery staff to increase the access to art for Visually Impaired students; 2) Preparation by the gallery staff of two exhibitions; 3) Two visits by Visually Impaired students in the gallery; 4) Collecting information about the two visits through questionnaires; 5) Development of a manual with good practices; 6) Multiplier event – national conference. Conclusions The access to art for visually impaired persons is important and significant. International projects may be of great support to the process of increasing this access as they focus the international community’s attention and the national public institutions’ awareness to the value of this issue and support cooperation on multinational levels.
Copyright (c) 2018 Vladimir Radulov https://creativecommons.org/licenses/by/4.0
ADEQUACY OF AVAILABLE INSTRUCTIONAL MATERIALS FOR ACADEMIC ACHIEVEMENT OF STUDENTS IN CHEMISTRY IN SECONDARY SCHOOLS: IMPLICATIONS FOR SPECIAL NEEDS EDUCATION
Introduction: Although Chemistry is a prerequisite for studying most science courses in university, student enrolment and achievement in public examinations including those with special needs are very poor. Field observation by the researchers and study identified instructional materials being unavailable as keyfactor. Objectives: The primary objective was to investigate the adequacy of available instructional materials for academic achievement of students in Chemistry in secondary schools and the implications for special needs education. Methods: It is a survey research design. The population comprised 86 Chemistry teachers and 1,180 senior secondary school 2 (SS2) Chemistry students in 86 public secondary schools in the zone. Sample was 456 respondents comprising 57 Chemistry teachers’ and 399 SS2 Chemistry students selected through multi- stage sampling. Instrument for data collection was questionnaire developed by researchers. Cronbach Alpha was applied in computing reliability estimate of 0.97. Four research questions and one hypothesis guided the study to achieve the objectives of the study. Percentages were used to answer research question one. Mean and standard deviation were used to answer research questions two to four while t- test was used to analyze the hypothesis at alpha level of significance of 0.05. Results: Findings showed that out of 25 materials listed, nine are available while 16 are not available especially high technology ones. There was significant difference between mean ratings of teachers and students on extent of utilization of instructional materials. They can be supplied in 10 ways. Conclusion: Most of the listed instructional materials were not available and adequate. Collaborative efforts are needed.
Copyright (c) 2018 Obiyo Ngozi Obiageli https://creativecommons.org/licenses/by/4.0
"SOCIETY JUDGES US ONLY BY WHAT IS DIFFERENT, DREADLOCKS, PIERCINGS AND TATTOOS" PHOTOVOICE - AS A METHOD FOR THE EMPOWERMENT OF YOUTH AT RISK
The aim of the research was to accompany a group of teenagers in risk situations through a photography workshop and provide them with cameras as a tool to allow them to investigate their environment and represent it as part of a personal and social empowerment project, in order to examine the potential of Photovoice to document the personal and social perspectives of teenagers in risk situations. Photovoice refers to the practice of providing cameras to members of a group so they can investigate their environment and represent it for purposes of change as part of personal and social empowerment. This practice is based on Freire's approach, which emphasizes the process of empowerment that can only grow from within communities themselves, as well as on the feminist theory, which argues that knowledge is built through social relationships. The research methodology is feminist qualitative radical; the research tool are the group participants' photographs, records of conversations, researcher's diary and conversations on a closed Facebook group. The research population consists of seven teenagers who participated in a weekly photography workshop for six months that I volunteered to lead at a shelter for teenagers in risk situations. A holistic content analysis of research tools was carried out in order to give voice to each participant, as well as crosswise analysis to elicit common themes. The findings showed that photography enabled open discussion about subjects reflected in photographic images and their symbolic meanings for participants: amongst others subjects such as: labeling, stigma, intimacy, sexual identity. An opportunity arose for direct contact and illustration of the experience of appearance and indeed interaction with their environment and social involvement with teenagers around the shelter.
Copyright (c) 2018 Rivka Hillel Lavian https://creativecommons.org/licenses/by/4.0
THE PARENTAL PREDICTORS OF CHILD’S ATTACHMENT SECURITY AND THE MODERATION ROLE OF CHILD’S DISABILITY: REFRAMING PARENTING PROGRAMS FOR FAMILIES WITH CHILDREN AFFECTED BY NEUROLOGICAL ILLNESS
Introduction Disability appears to challenge parents, undermining sensitivity, and increasing the chances that children with neurological conditions will be insecurely attached. Aim The study aims at exploring the role of parental perceptions in predicting child‟s attachment security, and whether their effects persist and control the presence of the child‟s disability, specifically if there isa neurological illness. Further, the potential moderation role of the child‟s disability in the relationship between parental perceptions and child‟s attachment security is also tested. Method A convenience sample of 50 Serbian nuclear families (mothers, fathers and children) was recruited: 25 families with children affected by neurological problems and 25 families with typically developing children. The security scale was administered to children for the assessment of attachment security, whereas two scales investigating perceptions as secure parents and beliefs about child‟s perception were administered to mothers andfathers. Multiple regression analyses and moderation analyses were conducted. Results Father‟s beliefs about child‟s perception represent the sole predictor of child‟s ratings of security toward father, independently from child‟s disability. A substantivedespite not statistically significant moderation effect was detected, according to which the presence of child‟s disability seems to reduce the positive influence of father's perceptions as secure parent on child's attachment security. Conclusions Paternal sensitivity is a keyfactor for the promotion of secure attachment in both children with and without disabilities. Parenting programs for families with children affected by neurological problems may enhance father‟s perceptions as secure parent, as a protective factor improving child‟s attachment security.
Copyright (c) 2018 Andrea Caputo https://creativecommons.org/licenses/by/4.0
ATTENTION DEFICIT HYPERACTIVITY DISORDERS IN CHILDREN WITH AUTISM SPECTRUM DISORDERS: CHARACTERISTICS AND REASONS FOR VITAMIN-MINERAL INTERVENTION
Introduction: This paper reviewed the meaning of attention deficit hyperactivity disorders (ADHD) as disorders characterized by a persistent pattern of inattention and/or hyperactivity and impulsivity that manifests in educational, occupational, or social settings, and autism spectrum disorders (ASD) as characterised by social dysfunction, communicative impairment, and restricted/repetitive behaviours. The questions for concern are related to what is the association between ADHD and ASD? What are the characteristic traits of both disorders? What are the reasons for vitamin-mineral intakes as a method of reducing the disorders? Method: The paper addresses these questions by reviewing available research on issues pertaining to the meaning, increased prevalence and characteristics traits of both ADHD and autism spectrum disorder (ASD) of which the traits must meet about six or more criteria based on the Diagnostic and Statistical Manual of Mental Disorders (DSM-V). It also addresses the plausible reasons why children with ADHD need more vitamin- minerals than the age-appropriate children. Findings: Available evidence indicates that despite the lower quality of life, general limitations and experts‟ increased interest in the management of ADHD and ASD, the review gave plausible reasons why children with ADHD need more vitamin-minerals than the age-appropriate children, which maybe are due to several theories and food allergies or poor eating habits. Suggestions and Conclusion: The author defined the implications for classroom practice, in the direction that, vitamin - mineral intervention is presumed to improve ADHD with the aim that when the intervention is given, it helps to reactivate the cells and tissues, improving the brain cells and enhance learning, so that the child‟s eating habit is improved and will be able to benefit from class instructions.
Attention Deficit Hyperactivity Disorders
Copyright (c) 2018 Rufus Olanrewaju Adebisi https://creativecommons.org/licenses/by/4.0
LANGUAGE ABILITY IN PEOPLE WITH INTELLECTUAL DISABILITY
It is necessary for children to develop skills for language expression so that they can easily master the curriculum, but also in order to communicate with the environment, to express their attitudes and needs. Children with intellectual disability (ID) are characterized by many changes in developmental abilities, one of those changes is the different language development. The purpose of this paper is to show how intellectual deficit affect language development, i.e. the possibility of forming concepts, and the relationship of this ability with gender and age of the respondents. For the needs of our research, we used the AKADIA test (Atkinson, Johnston and Lindsaz, 1972) - a test for assessing the person's development abilities. We used one of the subtests for assessing the possibility of forming concepts and we adapted it in Macedonian language. We included a sample of 144 students (64 students with ID and 80 students with typical development). Regarding the obtained results, we can conclude that the intellectual deficit negatively affects the possibility of forming concepts, i.e. it makes language development more difficult.
Copyright (c) 2018 Angelka Keskinova https://creativecommons.org/licenses/by/4.0
THE INFLUENCE OF EDUCATIONAL SETTING ON BRAILLE USAGE
Whether a visually impaired child attends residential or mainstream school will have a great effect on his or her academic achievement, as well as on social skills. Therefore, it is very important to make an appropriate decision when choosing an adequate education setting for the blind child. Braille, as a fundamental communication mean for the blind people, enables visually impaired students to fulfil their academic goals. Even though there has been an undeniable decline in braille usage over the last decades, braille remains basic literacy skill for the blind and mastering that skill leads to positive outcomes in many life areas. This study was conducted with the purpose of finding out whether educational settings have effect on the braille usage in academic and functional literacy. Differences in braille usage in educational activities, leisure time activities, daily living activities, and organization and management activities among groups of visually impaired adolescents placed in different types of educational settings were sought. Nineteen (N=19) braille-literate visually impaired students participated in this research conducted in2016. The results indicate that there was a statistically significant difference between the groups of students who attended residential school, mainstream school, or both residential and mainstream school. The best results in the area of educational activities were achieved by the students who attended both mainstream and residential schools, while in all other areas students of mainstream schools had the highest scores.
Copyright (c) 2018 Vlatka Penava https://creativecommons.org/licenses/by/4.0
THE FREQUENCY OF USE OF ATTRIBUTIVE EXPONENTS IN THE LANGUAGE OF COMPLETELY AND PARTIALLY DEAF CHILDREN
This study shows the results of a research done on the use of attributives in the linguistic expression of completely and partially deaf primary-school children. The aim of the research was to establish the difficulties that completely and partially deaf children have with the secondary syntactic con­stituents and their exponents. The research was done on the written linguistic expression. The sample consisted of the children from schools for the children with impaired hearing and the children from mainstream primary schools. The obtained results have been presented in tables. Completely and partially deaf children show some deficiencies in expressing secondary syntactic con­stituents-attributives. These examinees usually use only one word, then they use a phrase, while a subordinate clause is very rarely used.
Copyright (c) 2006 Svetlana Miloshevikj https://creativecommons.org/licenses/by/4.0
On March 16, on Faculty of Philosophy was held second service providers forum organized by Macedonian Scientific Society for Autism (MSSA) and the European Association of Service providers for Persons with Disabilities (EASPD) on witch managers of service providers for people with disabilities and NGO's from Republic of Macedonia were invited. The aim of the seminar was to bring together the Macedonian service provision sector for people with disabilities, to share information and models of good practice and to provide participants with training about good practice from EU. Dean of Faculty of Philosophy Prof. Dr. Trajan Gocevski and Mr Luk Zelderloo EASPD (Secretary General) held official welcome speech. Platform was moderated by president of MSSA Dr. Vladimir Trajkovski. Participants as lecturers were Mr Luk Zelderloo EASPD (Secretary General), Prof Dr. Ljupco Ajdinski honour president of MSSA, Mr. Vlado Krstovski ("Poraka"), Mrs. Lidija Krstevska (Open The Windows) and Ms Diana Chiriacescu (Handicap International-South Eastern Europe).
Copyright (c) 2006 Jasmina Ivanovska https://creativecommons.org/licenses/by/4.0
NATIONAL AND LOCAL SERVICE PROVIDES FOR PEOPLE WITH DISABILITIES IN THE REPUBLIC OF MACEDONIA
In the Republic of Macedonia exist: Governmental national and local service providers for people with disabilities; Non-governmental national and local service providers for people with disabilities. Governmental national and local service providers are organized for: Prevention, detection, diagnosis and early intervention; Special preschool upbringing and education; Special primary school education; Special secondary school education and work qualifying; Regular secondary and higher education.
Copyright (c) 2006 Ljupcho Ajdinski https://creativecommons.org/licenses/by/4.0
SEXUAL ABUSE OF PEOPLE WITH MENTAL RETARDATION
People from the”Normal“ population don't have enough knowledge about the problems caused by mental retardation. Very often they have wrong sense and biases about mentally retarded people, considering them as people who suffer from pshychic illness. Mentally retarded people, very often are considered very different from the ”Normal“ population, but if we come closer to them we will see that there are more similarities than differences. The period in which we live today is full of challenges and fulfillments, which are frightening for people with mental retardation. It will be logical if the progress and contemporary techniques and the society go together with progress of human relationships, but, in fact, we are witnesses of lots of unhuman acts. The number of mental retarded people who have been victims of sexual abuse increases more and more everyday, and the most tragic is that they are not even aware of the situation in most cases. Persons with mental retardation in most situations become victims of this kind of unhuman acts because they don't know to say ”No“ to adults. This paper is a supplement for investigations about frequency, reasons and possibilities for prevention of sexual abuse of people with mental retardation.
Copyright (c) 2006 Olivera Rashikj https://creativecommons.org/licenses/by/4.0
“WORKPLACES FOR ALL” A PILOT STUDY ON EMPLOYMENT AND WORKING CONDITIONS FOR PEOPLE WITH DISABILITIES IN MACEDONIA
This article is based on the pilot study "Workplaces for All" conducted in Macedonia in 2006. Another article by Prof. Risto Petrov, based on a part of the same study was published in Journal of Special Education and Rehabilitation January-June No. 1-2, Skopje, 2006; 1-123). The study was a qualitative research project con­ducted in co-operation between Macedonian and Norwegian scientists and representatives from a Macedonian disabled people's organisation (DPO). The main objective was to get research based knowledge about working conditions among people with disabilities in Macedonia in order to prepare for further research, and to raise awareness about the importance of joining forces to improve the rights and working conditions for people with dis­abilities.The pilot study included qualitative interviews of employers and employees at seven protective com­panies. The study has shown the advantage of hav­ing partners from different organisations working together in a research project. The findings do not unveil any irregularities or mistreatment of this quite vulnerable group of employees. The pilot study has produced research based docu­mentation about employment and working condi­tions among people with disabilities in Macedonia. Even though the study found the conditions quite positive, it unveiled several challenges that should be looked deeper into. Among these are the use of assistive technology and adaptations, the social in­clusion both in the company and in the local society and the regulations and process of receiving bene­fits by the protective companies.
Copyright (c) 2006 Zora Jachova https://creativecommons.org/licenses/by/4.0
TRANSITIONS OF THE CHILDREN WITH DISABILITIES FROM THE EARLY INTERVENTION SERVICES IN THE REGULAR SCHOOLS
Early childhood intervention takes into consideration all high risk born children or children with disabilities and their families, from birth to a certain age (the age varies in different countries). Transitions can be defined as “moments of service change and change in the staff that coordinates and provides the services”. The transitional process should provide service continuum, decrease of the family disturbances, preparation of the child for program accommodations, and there should also be a certain law foundation. The subject of our research was to make an analyses of the models of early intervention in Massachusetts and Bavaria as models that offer best practices in this area. The purpose of the research was to note the paths of achieving successful transitions in children that are part of the services for early intervention as well as to define strategies that contain the essential elements of success. The conclusions from the research lead to the following elements (as an integral part of the strategies for successful transitions): cooperation between professionals; exchange of information; family support; child preparation; staff training; net coordination between the early intervention centers and the inclusive schools.
Copyright (c) 2006 Akesandra Karovska https://creativecommons.org/licenses/by/4.0
THE NEUUROPATHOLOGY OF AUTISM: A SELECTIVE REVIEW
Autism is a neurodevelopmental disorder charac­terized by impairments in cognitive, language and social skills. While the etiology remains unclear, it is viewed primarily as a highly heritable disorder. In this article, characteristic neuroanatomical mor­phological findings associated with autism are se­lectively reviewed and their implications for be­havioral manifestations are discussed. Although there is general consistency among the classic neu­ropathological observations, conflicting findings are a feature of the literature. All studies suffer from small sample size and the high comorbidity of autism with other neurological/psychiatric dis­eases. Larger study populations due in part to in­creased prevalence and awareness of autism allow for greater statistical power validity. New imaging and postmortem techniques employed in these studies hold out the promise of resolving conflicts and ambiguities in the data, providing a basis for enhanced understanding of the neuropathology and treatment of this condition.
Copyright (c) 2006 Manuel Casanova https://creativecommons.org/licenses/by/4.0
SOME ADDITIONS TO THE HISTORY OF SURDOLOGY IN THE REPUBLIC OF MACEDONIA
Historical truth is that among peoples there have always been people with impaired hearing. As the most striking evidence of that is the cult of Greek god Asclepious (in Greek Asclepious, in Latin Esculap) whose temples were scattered throughout Greece (1), as well as in Epidaurus (the old name of Cavtat) (2) and in Heraclea near Bitola (3). Both in Epidaurus and Heraclea, almost identical clay tiles with ears shown on them were found which some ill people had offered as gifts in gratitude to god Asclepius. They were so called votive tiles-offerings (in Latin voto, votare = gift, to give a gift) contributed to the temple. There was no written text on them, in contrast to similar ones found in Egypt 3,500 years ago (4). That was the oldest data on deaf people existence on the territory of Macedonia.
Copyright (c) 2006 Ljubomir Savikj https://creativecommons.org/licenses/by/4.0
DEINSTITUTIONALIZATION AS A PRECONDITION FOR INTEGRATION IN THE SOCIAL COMMUNITY FOR CHILDREN WITH HARD MENTAL RETARDATION
Her master thesis is presented on 168 pages, with an introduction, a theoretical part, a research part, an analysis and an interpretation of the results, conclusions with proposed measures, and literature. The results of the research are presented with 30 tables and 27 graphs. In the introduction she tries to prove that the place of every child is to live and develop in the family, and not in institutions and that the deinstitutionalization as a process has given the anticipated results. In the theoretical part she discusses five groups of issues. The first part is related to mental retardation, defini tion, classification and characteristics of children with hard mental retardation. The subject of the second part are children with combined developmental disabilities. The subject of the third part are issues related to the presentation of the development of institutionalized care of children with mental retardation in the Republic of Macedonia till 2000. In the fourth part the presented issues indicate that the deinstitutionalization is a new quality of living for children with hard mental retardation. In this part international and Macedonian experiences of the deinstitutionalization process are presented. In the fifth part of the theoretical basis, the candidate indicates on the need for integration of children with hard mental retardation in the social community, children’s reunion with their biological families or their accommodation in foster families, and at the same time accepting them in the day care centers. The research part defines the subject, aims, tasks, hypotheses, variables, approaches and instruments. The analysis of the pattern is given, explaining that the group of examinees stayed for a longer period at the Special Institute in Demir Kapija, and now they have been reunited with their biological or foster families. Giving a comparative analysis of the children’s abilities in the period before their acceptance in the project, during the project and during the period of their reunion with the biological or foster families, the candidate proves that the best results were achieved during the second period when the children got professional special education and rehabilitation treatment. However, the positive results are evident in the third period as well, when the children were reunited in the families and had parallel visits to the day care centers. She states with pleasure that the centers for social work accept and apply the care for the children with hard mental retardation. The foster families show interest and care for the children they accept, have a positive relationship and are interested in accepting another child. The families object to certain centers for social work that they do not show appropriate interests for the children and that they should be more interested in these children. The data of this research show that the organized treatment for children with hard mental retardation leads to development of these children. These results can be enhanced if a systematic, multi-modeled, comprehensive, and intensive program adapted to any child according to his/her possibilities and abilities is applied in the upbringing and educational process. Proposed measures are: Early detection, diagnosis, treatment; To follow up of each child’s development, with assessment of his/her abilities after every six months, and consequently to prepare a proposed programme for the coming period; To apply new working techniques: behavioral treatment, relationship therapy, reeducation of psychomotor, game therapy, stimulation of the sensitive-sensory-kinetic areas; Socialization of children in the close environment: walks, visits to sport and cultural events, and communication with other people; To engage professional staff of different profiles and their continuous education; To enhance the engagements of the centers for social work; To stimulate the biological families to make attempts for keeping the children in the family environment; To open day care centers.
Copyright (c) 2007 Laura P. Gjurchinovska https://creativecommons.org/licenses/by/4.0
CHARACTERISTICS IN MOTOR DEVELOPMENT, COMMUNICATION, SOCIALIZATION AND SELF-SERVICE IN CHILDREN WITH PSYCHIC DEVELOPMENTAL DISABILITIES
Her master thesis is presented on 153 pages, with an introduction, a theoretical part, a research part, an analysis and an interpretation of the results, conclu­sions with proposed measures, literature and supple­ments. The results of the research are presented with 37 tables and graphs. She states the task of her research in the introduction, i.e. possibilities and characteristics in the motor de­velopment, communication, socialization and self-service in children with moderate psychic develop­mental disabilities, regardless of whether they are in­cluded in a stationary institution (one group of ex­aminees) or in the special primary schools (the other group of examinees). The third part deals with the moderate mental retar­dation with definition, etiology, classification and the motor development, communication, socialization and self-service. The research part defines the subject, aims, tasks, hy­potheses, variables, methods, techniques and instru­ments. The analysis of the pattern is given, explaining that two groups of examinees are observed and the results are compared. The first four items in the analysis and interpretation part state the assessment of the motor development, communication, socialization and self-service in chil­dren with moderate psychic developmental disabili­ties. The fifth item presents the correlation between the four examined areas and states a correlation be­tween them: · motor and socialization; · motor and communication; · motor and self-service; · socialization and communication; · socialization and self-service; · communication and self-service. The obtained data of this research indicate that up­bringing and education process regardless of where it is realized leads to children’s development. The chil­dren with moderate psychic developmental disabili­ties show a low level of development in the areas covered with this research, compared to the develop­mental norms that are generally accepted. The chil­dren with moderate psychic developmental disabili­ties regardless of the age and the level of cognitive functioning have disharmonized motor development. These results can be elevated to a higher level with applying a systematic, multi-modeled, comprehen­sive, and intensive program adapted to any child ac­cording to his/her possibilities and abilities. She directs to the proposed measures: · coordination between the professionals who par­ticipate in the children’s treatment; · early detection and assessment of the special needs; · following up the treatment and the results of the treatment; · working with the families; · following up and applying new practical and theo­retical experiences; · permanent innovation of the program for working with these children.
Copyright (c) 2007 Aneta Stefanovska https://creativecommons.org/licenses/by/4.0
EXAMINING THE ORGANIZATION OF SPEECH AND THINKING OPERATIONS IN CHILDREN WITH SPEECH DIFFICULTIES
The subject of the research is the organization of speech and the thinking operations in children with speech difficulties. The aim of the research is to establish the connection between the organization of speech and the thinking operations The tasks of the research is to establish the organization of speech and the thinking operations. According to the defined problems and goals of the research, the following hypotheses have been set: H1. There is a connection between the age and the organization of speech: with the growing of age improvement of the organization of speech is expected. H2. There is a connection between the age and the thinking operations: with the growing of age it is expected the thinking operations to improve. H3. There is a connection between the type and the degree of disorder and the organization of speech: it is expected the organization of speech to be worse if the type and the degree of the speech disorder is harder. H4. There is a connection between the type and degree of speech disorder and the thinking operations: it is expected that the thinking operations will be worse if the type and degree of speech disorder is harder. H5. It is expected that the organization of speech, at children with speech difficulties to be narrowly linked with the thinking operations. Based on the analysis of the achieved results of the research we can conclude the following: With the growing of age the organization of speech is improved. With the growing of age the results of the tasks for examining the operations of thinking are improved. There is a connection between the type and the degree of the speech disorder and the organization of speech. There is a connection between the type and the degree of the speech disorder and results of the tasks for examining the thinking operations. The organization of speech, in the children with speech difficulties is narrowly linked with the thinking operations.
Copyright (c) 2007 Silvana Filipova https://creativecommons.org/licenses/by/4.0
ASSESSMENT AND REHABILITATION OF FUNCTIONAL VISION IN LOW VISION CHILDREN
The aim in this doctoral dissertation is analyzing the different aspects of influence of individual pro­gram for development of functional vision of the children with low vision. In this investigation we included twenty-five stu­dents with low vision. For approval the level of functional vision in initial and final assessment we used the DAP-Diagnostic Assessment Procedure from the Program for development of efficiency in visual functioning from Barraga and Morris (1998). After analyzing the results received from initial as­sessment, we prepared the Individual program for development of efficiency in visual functioning. We implemented it at the period from April till June 2005. We analyzed the received results from the fi­nally assessment statistically by using the de­scriptive statistical measures such as mean, stan­dard deviation, and percentages. Differences be­tween numeric vari­ables are analyzed with Student t-test. By analyzing the received results we found that the students in the initial assessment successfully real­ized in average 29.12±8.78 items (mean). Only 38% of the students had correct respond on the items from the last section from the DAP-test. That means that they had problems in identification and reproduc­tion of the symbols. First we recorded the received results from the DAP in the summary ta­ble, and than we started the plan of the individual program for development of visual efficiency for each stu­dents separately. In this phase of our study we used the Instructional Planning Index. This In­dex was a guide for analyzing perform­ance on as­sessment items in relation to the type of instruction needed by students. So we determined which les­sons we would use for each students. After the im­plementa­tion of the lessons, we made retest with DAP. In the final assessment we found that the stu­dents had realized in average 36.26±4.99 items. We could conclude that the implementation of the Indi­vidual program improved the visual efficiency in students with low vision (p<0.01). Improving the re­sults in the final assessment also showed a high cor­relation between the pre-assessment and post-assess­ment results (r=0.94). From our investigation we can conclude that the re­habilitation of low vision is an important factor in all rehabilitation and education of students with visual impairment. This is the reason why the schools must show more professional attention to the rehabilitation of functional vision of children with low vision.
individual program for development of visual efficiency
Copyright (c) 2007 Daniela Dimitrova-Radojichikj https://creativecommons.org/licenses/by/4.0
THE CURRICULUMS OF THE ELEMENTARY EDUCATION FOR STUDENTS WITH MOTOR DISABILITIES
The education of the students with motor disorders presents one of the most important determinants of their further success in life. By educating them, among other things, we prepare them for more qualitative and independent life. The elementary education, as the first or the initial level of educa­tion, is also one of the conditions that will enable them professional qualification and the integration in the society. Regarding their other abilities and possibilities, the students with motor disorders acquire elementary education by two types of curriculum: regular and special (changed and modified). Regardless of the organizational form of education and the type of curriculum, the goals and tasks of the programs of the elementary education are the same for all the students. Within elementary and the secondary education we insist on preparing all the students for life and work in the same commu­nity.
Copyright (c) 2007 Radmila Chukij https://creativecommons.org/licenses/by/4.0
ROUND TABLE DISCUSSION HELD IN THE CLUB OF THE MEMBERS OF THE PARLAMENT
The round table discussion on “The Conditions, Problems and Development in Education and Employment of People with Disabilities in RM” was held on 26th September 2007. After the intro­ductory presentations and the round table discus­sions the following CONCLUSIONS were brought. The Ministry of Education and Science and the Ministry of Labor and Social Affairs within their authorities to approach to changes and amend­ments of the legal regula­tions in order to provide: · To accept children with developmental problems and special education needs in pre-school, primary and secondary edu­cation; · criteria and standards for inclusion of chil­dren with disabilities in mainstream pre-schools, primary schools and secon­dary schools; · qualified defectologists (spe­cial teachers), to employ defectologists and additional professional assistance weekly: 3 hours in pre-school institutions and 5 hours in schools; · To provide database. The Ministry of Education and Science and the Ministry of Culture should provide publi­cation of textbooks and other books for the blind; should consider the way and timing for integration of these children in the educa­tional process and enable objective and pro­fessional assessment for inclusion; 3. The new Draft Law on Higher Education should provide benefits for people with im­paired hearing, impaired vision and people with severe physical disabilities. Benefits such as the right to an interpreter for the deaf and the sign language should be provided as opportunities for communication. For the people with impaired vision–technical aid and training on Braille’s alphabet, computers with appropriate software, printers and readers to be provided. For people with severe physical disabilities-access to the buildings of educa­tional institutions to be provided; and for all certain benefits at enrollment at the Univer­sity, scholarships, board and lodging and fi­nancial compensation of the state; 4. Further development of the process for esta­blishing daily centers, deinstitutionalization of children from the special institutions, the choice of biological and foster families, the chice of housing with previously accepted strategies, as well as bringing a Law on thises issues ; 5. The Ministry of Labor and Social Affairs pre­pared Proposals for changes and amend­ments on the Law of Employment of people with disabilities in order to regulate the in­crease of the percentage of the total amount of the ex­isting contribution for employment from 5% to 15%, which is allocated to sub-account in the Agency for Employment in the Republic of Macedonia (Special Fund) and is to be ap­plied from 1st January 2008; 6. The Agency for Employment in the Republic of Macedonia to apply the Rulebook for training disabled people on the requests of enterprises that employ such people; The secondary and Higher education should provide new vocations and jobs depending on the level of person’s disability, which will en­able employment of these people, possible activities related to electronics and informa­tion technology, i.e. prosperous development; 8. The Operative Body of the National Coor­di­na­­tive Body for equal rights of people with disabilities is to appoint a working group con­sisted of 3 members: Boge Chadi­novski–a de­fectologist, Vlado Dodevski–a eng. in pro­tec­t­ion at work and Ljupcho Efremov–a defec­tologist, to prepare the no­menclature of voca­tions meant for people with disabilities and the Coordinative Body should provide prem­ises as well as financial means for this pro­ject; 9. Components of the Conclusions are the pro­posals in the introductory presentations of the round table discussions on education, legal regulations, employment of people with dis­abilities as well as proposals of the discus­sions and working materials; 10. People with disabilities appeal to the relevant institutions in the state and the authorities with the motto: DON’T DO ANYTHING FOR US-WITHOUT US; 11. The Coordinative Body entrusts the Presi­dent and the Secretary of the National Co­ordina­tive Body to point out and appeal to the au­thorized institutions to carry out these con­clu­sions.
Copyright (c) 2007 Boge Chadinovski https://creativecommons.org/licenses/by/4.0
PHYSIOLOGY AND FUNCTIONAL ANATOMY by Vladimir E. Trajkovski
Macedonian special education and rehabilitation and the medical treasury gains a textbook by Ass. Prof. Dr. Vladimir E. Trajkovski dedicated to the anat­omic and physiological issues. The textbook Physiology and Functional Anat­omy presents the author’s attempt to bring closer the material anticipated with the curriculum for the subject physiology with functional anatomy to the students of the Institute of Special Education and Rehabilitation. At the very beginning of this review, the initiative of Dr. Trajkovski has to be complimented for en­riching the Macedonian special education and re­habilitation as well as the medical bibliography with an original work in Macedonian language and for contributing to the development of special edu­cation and rehabilitation thought in our country. The aim of this work is to show the basic physio­logical and anatomic characteristics of the human body. The publication, first of all, is intended for the stu­dents in special education and rehabilitation, the special educators in the regular and the special primary schools, and those working in the centres for rehabilitation, as well as for post graduate stu­dents at our Institute. The textbook can also be used by the students of the Institute of Psychology who work according to a similar programme. There are various textbooks for physiology and anatomy that are intended for medical students, students in biology, stomatology etc. Although they are well prepared and outlined, they are huge in the contents for the students of special education and rehabilitation. Therefore we should compli­ment the author’s idea to condense and emphasize those contents that are necessary for the future special educators. Thus the students will be able to acquaint better the aims and the contents of the subject physiology and functional anatomy, and at the same time they will not be overloaded with unnecessary contents for their studies. The book is written according to the students’ taste and needs, and not to the teachers’. Physiology and Functional Anatomy consists of 15 chapters well illustrated with pictures present­ing the most important organ systems. The anat­omic-physiological vocabulary that can help stu­dents to clarify some terms important for their studies is at the end of the textbook, which gives this work special value and comprehension. The book contains 390 pages B5 format, 35 biblio­graphical units and 14 useful and internet re­sour­ces. This work presents to the interested readers the following contents: Functional organization and general body structure; cell organization; body liquids and electrolytes; blood; muscular system; nervous system; system of senses; endocrine sys­tem; reproductive system; thermoregulation and metabolism; physiology of speech; cardiovascular system; respiratory system; digestive system and urinary system. The textbook Phisiology and Functional Anatomy by Ass. Prof. Dr. Vladimir Trajkovski is a work by ex­clusively experienced scientist, a kind of textbook that can be rarely found in our book­shops and li­braries. The author shows a great skill in structur­ing the material and its sistematic and clear ex­plaining. Every chapter in the textbooks is an ex­cellent summary of issues of phisiology anf anat­omy. The textbook is written in a high techni­cal and aesthereic style and it has a very illustra­tive coverpage. It has to be read and studied by special teachers, students of special education and reha­bilitation, and all who are interested in the ba­sic special education and rehabilitation. Therefore, I warmly reccomend to the readers to have this text­book in their libraries. The textbook can be found at the Student service at the Faculty of Phy­loso­phy, the bookshop “Studentski zbor” in Skopje.
Copyright (c) 2007 Goran Ajdinski https://creativecommons.org/licenses/by/4.0
PEOPLE WITH DISABILITIES: PROFESSIONAL ORIENTATION, QUALIFICATION AND EMPLOYMENT
The textbook titled “People with disabilities: professional orientation, qualification and employment” by Prof. Dr. Risto Petrov, was published in March 2007. The textbook is presented on 214 pages, computer processed. Topics included in the textbook are contemporary, current, clearly and documentarily worked out. They form a unit which presents the people with disabilities, reflects the professional orientation, qualification and employment of these people. The topics are fully adjusted to the subject, that according to ECTS, students of the Institute for Special Education and Rehabilitation study during the sixth semester. The material is structured in two parts: a general and a specific one, each consisting of several chapters. In the first, the General part, two units are worked out. In the first group of issues, the author considers the People with disabilities, especially those with impaired vision, impaired hearing, physically disabled people and people with mental retardation, as well as people with combined developmental disabilities. The author indicates on the definition, classification, especially points out the characteristics of these people from the aspect of their possibilities and abilities for work qualification and employment, In the second group of issues, the author talks about the Protection and rehabilitation of people with disabilities. He presents awareness about these issues since the first known documents. Furthermore, he defines the term rehabilitation and points out the conditions, principles, methods and tasks in rehabilitation of people with disabilities
Copyright (c) 2007 Risto Petrov https://creativecommons.org/licenses/by/4.0
BASICS OF DEFECTOLOGY by Goran Ajdinski, Zoran Kitkanj, Ljupcho Ajdinski
The scientific work Basics of Defectology presents a changed and revised edition of the previous book Basics of Defectological Theory and Practice. These two works present a survey of the historical period of the treatment of people with develop­mental disabilities, the methodology of the science itself, the spread, the reasons for disabilities, the approach to clinical, educational and socio-eco­nomic part of defectology. The new, revised edition-Basics of Defectology works out the new tendencies of defectological theory and practice, giving explanation of both the new terminology on disabilities and the terms used as synonyms in this science. The content of this work, presented on 241 pages, is divided into 16 parts which together make a functional unit. Within the content, the authors write about the changes in the new Rule Book for regulation of specific needs of people with disabilities in physi­cal and psychic development. The aims, tasks, elements and procedures in the institutionalized system of protection, education, rehabilitation and care of people with developmental disabilities. This excellently outlined book, in detail and com­prehensively presents the new documents and standards, as well as the changes and the innova­tions in our recent legislation and legal regulations. This scientific work, besides the significant role in the development of defectological theory and practice, plays the fundamental role in preparing qualified defectologists (special teachers). More concretely, this book is intended for students of defectology (special education and rehabilitation), enabling them to acquire elementary, basic knowl­edge of this science. The content of this work follows the new tenden­cies and trends worldwide for integration and so­cialization of children with developmental dis­abilities in all spheres of the society. It discusses the integration of handicapped children in the for­mal system of pre-school, primary education and health care. The book can be used as supplemen­tary literature in order to enhance the professional level of mainstream teachers, educators, psycholo­gists, rehabilitators and scientific workers involved in the sphere of education and rehabilitation of children with developmental disabilities. The book in outlined in such a way that it enables parents of these children to obtain new knowledge and get information and can be very helpful in their everyday care and work. This text book is sublimation of long-year-work and the authors’ hard work and deserves to be found in any defectologist’s library as well as in the library of everyone engaged in this issue.
Copyright (c) 2007 Kiril Temkov https://creativecommons.org/licenses/by/4.0
NEED FOR CHANGING AND AMENDING THE LEGAL REGULATIONS
The Republic of Macedonia as one of the suc­cessors of former Yugoslavia, took over the pre­vious signed international conventions, dec­lara­tions, resolutions related to education, social and health care, social integration of children with developmental problems and special edu­cation needs. Thus, it was morally obliged to undertake activities for their successful and effi­cient inte­gration. On the other hand, the Article 35 of the Constitution of the Republic of Mace­donia le­gally obliges our state to develop a Na­tional Strategy for better life of this category of citi­zens, as well as their inclusion in all spheres of social life. Due to the mentioned above, it is necessary to change and amend the legal regulations in order to achieve more efficient integration of children and youth with disabilities. In other words, the contemporary European tendencies indicate on up-dating the legal regulations that directly or indirectly are related to these people and their more successful social integration.
children with developmental prob­lems and special education needs
Copyright (c) 2007 Zoran Kitkanj https://creativecommons.org/licenses/by/4.0
Centre for Education and Rehabilitation of Physi­cally Handicapped Children and Adolescents Kamnik (Zavod za usposabljanje invalidne mlad­ine Kamnik; hereinafter: ZUIM) perform verified or state-ap­proved programme the Rehabilitation practical pro­gramme. The programme is intended for all those young people, who have completed primary school education, but cannot continue regular schooling in secondary school pro­grammes. The programme con­sists of several equivalent parts: education, practical work, train­ing work, health, therapeutic, psychologi­cal, and other activities. For every beginner in the first month of education members of the operative team create an individualized programme, which in­cludes individualized school work, individualized training programme, and other expert activities. The programme can last for 6 years maximum, it can however be completed earlier, when the op­erative team feels the training is no longer neces­sary. Pro­gress of a young person is what matters the most, and if there is no progress, the training is brought to an end. Training of young people in the Rehabilitation practical programme is only the be­ginning. The country will have to start considering social enter­prises, which are found elsewhere in the world, for example in Scandinavian countries and in the USA.
children and young people with mobility impair­ments and with chronic illnesses
Copyright (c) 2007 Suzana Krajnc Joldikj https://creativecommons.org/licenses/by/4.0
CONDITIONS OF PEOPLE WITH DISABILITIES EMPLOYMENT IN THE REPUBLIC OF MACEDONIA
The employment of people with disabilities has shown positive results for the last few years, not only in the shelter commercial companies but as individual entrepreneurs or disabled people employed in individual commercial companies. The people with disabilities also, depending on the kind and degree of disability and the professional education are to be employed in the public administration and open commerce. Nowadays, in the Republic of Macedonia, there are about 650 registered shelter commercial companies that employ 3,550 people with disabilities and 4,350 people without disabilities, or the total of 7,900 employees in shelter commercial companies. There are 190 registered individual entrepreneurs, disabled people working on their own, and about 460 disabled people working as employees in individual commercial companies which makes a total of 4,200 employed disabled people.
Copyright (c) 2007 Ljupcho Efremov https://creativecommons.org/licenses/by/4.0