Journal of Special Education and Rehabilitation

Journal of Special Education and Rehabilitation

Basic info

  • Publisher: Faculty of Philosophy, Institute of Special Education and Rehabilitation
  • Country of publisher: macedonia, the former yugoslav republic of
  • Date added to EuroPub: 2017/May/14

Subject and more

  • LCC Subject Category: Medicine, Pediatrics, Psychology
  • Publisher's keywords: Medicine, psychology, pedagogy
  • Language of fulltext: english, macedonian
  • Time from submission to publication: 8 weeks

Publication charges

  • Article Processing Charges (APCs): No
  • Submission charges: No
  • Waiver policy for charges? No

Open access & licensing

  • Type of License: CC BY
  • License terms
  • Open Access Statement: Yes
  • Year open access content began: 1997
  • Does the author retain unrestricted copyright? False
  • Does the author retain publishing rights? False

Best practice polices

  • Permanent article identifier: DOI
  • Content digitally archived in: LOCKSS, CLOCKSS
  • Deposit policy registered in: Sherpa/Romeo

This journal has '589' articles

 INCLUSION OF CHILDREN WITH INTELLECTUAL AND  MULTIPLE DISABILITIES: A COMMUNITY-BASED REHABILITATION APPROACH, INDIA

INCLUSION OF CHILDREN WITH INTELLECTUAL AND MULTIPLE DISABILITIES: A COMMUNITY-BASED REHABILITATION APPROACH, INDIA

Authors: Ram LAKHAN| Office of Exceptional Needs Yazoo City Municipal School District USA
Year: 2013, Volume: 14, Number: 1
(33 downloads)
Abstract

Background: Inclusion of children with intellectual disabilities (ID) and multiple disabilities (MD) in regular schools in India is extremely poor. One of the key objectives of community-based rehabilitation (CBR) is to include ID & MD children in regular schools. This study attempted to find out association with age, ID severity, poverty, gender, parent education, population, and multiple disabilities comprising one or more disorders cerebral palsy, epilepsy and psychiatric disorders with inclusion among 259 children in Barwani Block of Barwani District in the state of Madhya Pradesh, India. Aim: Inclusion of children with intellectual and multiple disabilities in regular schools through CBR approach in India. Result: Inclusion was possible for borderline 2(66.4%), mild 54(68.3%), moderate 18(18.2%), and age range from 5 to 12 years 63 (43%). Children living in poor families 63 (30.6%), not poor 11(18.9%), parental edu­ca­ti­on none 52 (26%), primary level 11 (65%), midd­le school 10 (48%) high school 0 (0%) and bachelor degree 1(7%), female 34 (27.9%), male 40 (29.2%), tribal 40 (28.7%), non-tribal 34(28.3%) and multiple disabled with cerebral palsy 1(1.2%), epilepsy 3 (4.8%) and psychiatry disorders 12 (22.6%) were able to receive inclusive education. Sig­ni­ficant difference in inclusion among ID ca­te­gories (c2=99.8, p < 0.001), poverty (c2=3.37, p 0.044), parental education (c2=23.7, p < 0.001), MD CP (c2=43.9, p < 0.001) and epilepsy (c2=22.4, p < 0.001) were seen. Conclusion: Inclusion through CBR is feasible and acceptable in poor rural settings in India. CBR can facilitate inclusion of children with borderline, mild and moderate categories by involving their parents, teachers and community members.

Keywords: Intellectual Disability, Multiple Disability, Inclusion, Intelligence Quotient (IQ), Cerebral Palsy, Epilepsy
MARKING THE OPEN ACCESS WEEK

MARKING THE OPEN ACCESS WEEK

Authors: Ana PETKOVSKA| Master degree student Institute of Special Education and Rehabilitation Faculty of Philosophy
Year: 2013, Volume: 14, Number: 1
(35 downloads)
Abstract

For third time this year, the Open Access Week was organized, thus contributing to raising public awareness of open access in science. The event took place on 24th October at the hall for translation and interpretation at the Faculty of Philology in Skopje. Presenters at this event were: Dimitar Popovski, doctoral student at the Department of Information Science in Zagreb, Prof. Dr. Vladimir Trajkovski, Editor in Chief of Journal of Special Education and Rehabilitation (JSER) and Irina Shumadieva and Sead Dzigal, project coordinators of “Open Educational Resources initiatives in the Republic of Macedonia”.

Keywords: null
COST-ESSEA PROJECT

COST-ESSEA PROJECT

Authors: Nada POP JORDANOVA| Macedonian Academy of Science and Arts Skopje, Republic of Macedonia
Year: 2013, Volume: 14, Number: 1
(35 downloads)
Abstract

COST project entitled ESSEA (Enhancing the Scientific Study of Early Autism) (2010-2014) is aimed to establish an interdisciplinary scientific European network to improve the detection of the earliest signs of autism, as well as to combine techniques from cognitive neuroscience with those from clinical sciences in order to establish practice guidelines on early identification and intervention of autism. The Macedonian team that actively participates in this project is composed of four participants: Acad. N. Pop-Jordanova, S. Markovska-Simoska PhD T. Zorcec, PhD and Prof. V. Trajkovski.

Keywords: null
COOPERATION BETWEEN MACEDONIAN SCIENTIFIC SOCIETY FOR AUTISM AND ROTARY CLUB SKOPJE - CYRIL AND METHODIUS

COOPERATION BETWEEN MACEDONIAN SCIENTIFIC SOCIETY FOR AUTISM AND ROTARY CLUB SKOPJE - CYRIL AND METHODIUS

Authors: Ana PETKOVSKA| Master’s degree student Institute of Special Education and Rehabilitation Faculty of Philosophy
Year: 2013, Volume: 14, Number: 1
(35 downloads)
Abstract

On 22nd of December 2012 the Macedonian Scientific Society for Autism (MSSA) together with the Rotary Club Skopje - Cyril and Methodius organized a New Year party for children with autistic spectrum disorder. The party was held in the playground Astera in Skopje, Taftalidze, and lasted for about 2 hours. The party was attended by 34 children with autistic spectrum disorder together with their siblings. Because the majority of children were on gluten free diet, there were packets with extensive educational material and specialized toys for them and a convenient number of packets with similar content was provided for their siblings. As a part of the program was the inevitable Santa who, according to the scenario, appeared at one point of time and gave the packets to the children.

Keywords: null
ORGANIZATION OF INTERNATIONAL CONFERENCE: MODERN ASPECTS OF SPECIAL EDUCATION AND REHABILITATION OF PERSONS WITH DISABILITIES

ORGANIZATION OF INTERNATIONAL CONFERENCE: MODERN ASPECTS OF SPECIAL EDUCATION AND REHABILITATION OF PERSONS WITH DISABILITIES

Authors: Irena NOVACHESKA| Postgraduate student Faculty of Philosophy Institute of Special Education and Rehabilitation
Year: 2013, Volume: 14, Number: 1
(34 downloads)
Abstract

The Institute of Special Education and Rehabilitation, Faculty of Philosophy in Skopje, in 2013 year celebrates the anniversary “20 yearsfrom the beginning special education and rehabilitation studies” and in that occasion it is organizing the 4th International Conference with the main topic “Modern aspects of the special education and rehabilitation of persons with disabilities”. The Conference will be held from 17th until 19th of October in Ohrid, the city of UNESCO, also known as Balkan and European Jerusalem. A Book of abstracts and a Book of papers (only from the papers which will be presented) will be published from the Conference. One person can be an author of maximum one paper, and a co-author of maximum three papers. The deadline for submission of the abstracts is 31st of March, 2013 year and the deadline for submission of the whole paper is 31st of May, 2013 year.

Keywords: null
BARRIERS THAT YOUNG PEOPLE WITH DISABILITIES FACE IN REPUBLIC OF MACEDONIA

BARRIERS THAT YOUNG PEOPLE WITH DISABILITIES FACE IN REPUBLIC OF MACEDONIA

Authors: Marija CAKIC| Faculty of Philosophy, Institute of Special Education and Rehabilitation – Skopje
Year: 2013, Volume: 14, Number: 1
(33 downloads)
Abstract

The Master’s thesis is presented on 117 pages. The paper contains the following sections: introduction, theoretical approach to the problem of the research, analysis and interpretation of results, conclusions with proposed measures, literature and articles. The introduction emphasizes the stereotype about people with disabilities in our society, widespread discrimination and stigmatization as fundamental barriers in the social inclusion of people with disabilities. The high degree of prejudice, the architectural barriers and the indifferent attitude of the state restricts the fundamental rights and freedoms of persons with disabilities. Young people with disabilities do not always have conditions and opportunities to participate actively in all spheres of social life, as the other citizens.

Keywords: null
BEHAVIORAL DISORDERS IN ADOLESCENTS WITH MILD INTELLECTUAL DISABILITY

BEHAVIORAL DISORDERS IN ADOLESCENTS WITH MILD INTELLECTUAL DISABILITY

Authors: Zoran KITKANJ| Faculty of Philosophy, Institute of Special Education and Rehabilitation, Skopje, Emilija GEORGIEVA| Special Elementary School “Idnina”...
Year: 2013, Volume: 14, Number: 3
(35 downloads)
Abstract

Adolescents with intellectual disabilities, due to deficits in their intellectual functioning, are exposed to even greater risk of developing various forms of behavioral disorders. Goal: to determine the risk of emergence of behavioral disorders in adolescents with mild intellectual disability. Respondents: adolescents (211) with mild intellectual disability, educational staff in special secondary schools (39) and members of the expert team (5). Methods: descriptive method, method of comparative analysis. Procedures: survey and semi-structured interviews with the educational staff and expert team. Statistical data processing: Windows Tool R x C for contingency tables analysis and Fisher Exact Test, and as significant were considered the differences with significance level of p<0.05. Results: with the statistical data processing we came to the conclusion that the school achievements affect the emergence of undesired behavior (p<0.001). Conclusion: we came to the conclusion that different forms of behavioral disorders appear in students and they haven’t been sufficiently informed about the possible consequences and they rarely voluntarily initiate conversation in respect of the problem. The behavioral disorders in this category of students are conditioned by multiple factors by the type of housing, the duration of the period in a student home, the school achievements, the age and the sex.

Keywords: behavioral disorder, adolescence, mild intellectual disability
PARENT’S SATISFACTION WITH SOME FEATURES OF EARLY CARE PROVISIONS FOR CHILDREN WITH DIFFERENT LEVELS OF INTELLECTUAL DISABILITIES

PARENT’S SATISFACTION WITH SOME FEATURES OF EARLY CARE PROVISIONS FOR CHILDREN WITH DIFFERENT LEVELS OF INTELLECTUAL DISABILITIES

Authors: Ljiljana PINTARIC MLINAR| Faculty of Education and Rehabilitation Sciences, University of Zagreb, Daniela BRATKOVIC| Faculty of Education and Rehabili...
Year: 2013, Volume: 14, Number: 3
(34 downloads)
Abstract

Probably from the very beginning of the human curiosity in disability features for family’s values, structures, parenting styles, circles of support, strengths and others, have been just as appealing as the child or adult with disabilities themselves. As many studies confirmed, professionals' approach to parents, getting adequate information and type of treatment present a challenge to families of children with established developmental disabilities and those at risk for disability. The main purpose of this study was to analyze parents' satisfaction with these three main features of support in early treatment of their child with intellectual disability. The sample consisted of 81 families with intellectually disabled child, recruited from seven types of care provided in three towns in Croatia. Data were analyzed with one-way ANOVA comparing variety of parents satisfaction in four groups formed according to the level of intellectual disability. The method revealed a significant difference among groups in the variable referring to the parents satisfaction with treatment accessibility and its frequency provided.

Keywords: parents, children with intellectual disabilities, satisfaction, professional’s app­ro­ach
THE SOCIAL PRACTICE OF READING AND WRITING INSTRUCTIONIN SCHOOLS FOR INTELLECTUALLY DISABLED PUPILS

THE SOCIAL PRACTICE OF READING AND WRITING INSTRUCTIONIN SCHOOLS FOR INTELLECTUALLY DISABLED PUPILS

Authors: Monica REICHENBERG| Department of Education and Special Education, University of Gothenburg, Sweden, Kent LÖFGREN| Department of Education, Umeå Unive...
Year: 2013, Volume: 14, Number: 3
(34 downloads)
Abstract

In Sweden, schooling for children who are regarded as intellectually disabled is organised in a special school, Särskolan. The overall aim of this article was to investigate the teachers’ attitudes towards the social practice of reading and writing instruction in Särskolan.Therefore, 40 teachers from Northern Swedenwere sampled for the em­pi­rical study. The teachers were asked to fill out a questionnaire. One of the findings was that the teachers reported different attitudes towards the social practice of reading and writing instruction. Another finding was that the teachers reported they did not practice the documentation of reading and writing difficulties. Furthermore, the practice of documentation was associated with professio­nal competence in reading and writing literacy. The study suggests that literacy educa­tion did have an effect on teachers’ attitu­des towards their practice of docu­men­ting. However, the openness towards organizational learning was polarized, and consequently, it produced a threshold for change. Accordingly, more studies are necessary for further descrip­tion and explanation of the complexities of the present findings.

Keywords: intellectual disability, literacy, pro­fe­ssio­nalism, documentation
WHAT WE KNOW ABOUT “ATTACHMENT DISORDERS” IN CHILDHOOD

WHAT WE KNOW ABOUT “ATTACHMENT DISORDERS” IN CHILDHOOD

Authors: Patrizia VELOTTI| Department of Educational Sciences, Universityof Genova, Simona DI FOLCO| Department of Dynamic and Clinical Psychology, Sapienz...
Year: 2013, Volume: 14, Number: 3
(35 downloads)
Abstract

Current nosology describes reactive attachm­ent disorder as represented by two distinct disorders: reactive attachment disorder, characterized by markedly inhibited and emotionally withdrawn behavior toward adult caregivers, minimally seeking comfort or minimally responding to comfort in time of distress, and disinhibited social engagement disorder, which is represented by an indiscriminate social behavior, sanctioned from culture and which crosses social boundaries, in the presence of unfamiliar adults. Both disorders, despite their different phenotypes, are caused by a pathogenic caregiving environment, repeated changes of attachment figures, social neglect and deprivation in the first years of life. The article examines recent diagnostic criteria reported in the literature comparing diag­nostic classifications and attempting to understand the etiology of the disorder. Unresolved questions exist in current nosology, which means that the quality of the evidence supporting the diagnostic criteria needs to be improved. This review concludes that, despite the currently available diagnostic classifications, future longitudinal studies should be conducted to assess the evolution of reactive attachment disorder over the time and to discriminate its features from other psychopathologies.

Keywords: Reactive attachment disorder (RAD), diagnostic criteria, attachment
THE BARRIERS TO INCLUSIVE EDU­CA­TION: MAPPING 10 YEARS OF SERBI­AN TEACHERS’ ATTITUDES TO­WARD INCLUSIVE EDUCATION

THE BARRIERS TO INCLUSIVE EDU­CA­TION: MAPPING 10 YEARS OF SERBI­AN TEACHERS’ ATTITUDES TO­WARD INCLUSIVE EDUCATION

Authors: Vera RAJOVIC| Center for Teacher Education, Faculty of Philosophy, University of Belgrade, Olja JOVANOVIC| Center for Teacher Education, Faculty of Ph...
Year: 2013, Volume: 14, Number: 3
(35 downloads)
Abstract

The study provides a comparative review of 15 independently written studies on teachers’ attitudes toward inclusion in Serbia between 2002 and 2012. It also attempted to describe teachers’ attitudes toward inclusive education depending on the type of special need, as well as the main obstacles and benefits of a successful inclusion from the in-service teachers’ pointof view. The findings show that shifts in teachers’ attitudes toward inclusion are slow despite numerous reform changes. The results are discussed in two stages, first before and then after the inclusion legislation was enacted. Furthermore, the overview showed that teachers in Serbia hold the most negative attitude toward inclusion of students with sensory impairments in mainstream schools. Despite resistance toward inclusion, teachers in Serbia realize its benefits, emphasizing the importance of developing social skills as well as reducing prejudice toward people with disabilities. The main obstacles to inclusion, as teachers perceive it, are insufficient education and inadequate professional development programs for teachers in Serbia, low peer status of children with disabilities in regular classrooms and lack of resources, which is in line with reform goals in Serbia. The implications for further reform implementation are discussed, as well as the need for further clarifications in future research.

Keywords: inclusive education, teacher attitudes, policy reformch
 "THE OTHER" IN THE LIGHT OF INTEGRATION AND INCLUSION IN THE ISRAELI EDUCATIONAL SYSTEM AND SOCIETY: A "SIGNIFICANT OTHER" INDEED?

"THE OTHER" IN THE LIGHT OF INTEGRATION AND INCLUSION IN THE ISRAELI EDUCATIONAL SYSTEM AND SOCIETY: A "SIGNIFICANT OTHER" INDEED?

Authors: Tsafi TIMOR| Faculty of Education The Kibbutzim College of Education, Technology and the Arts, Tel-Aviv, Israel
Year: 2013, Volume: 14, Number: 3
(35 downloads)
Abstract

The article examines the concept of "The Other" bearing the meaning of "different", rather than the meaning of "whoever is not myself", in the light of Integration and Inclusion in the Israeli Educational System and Society. For this sake two new concepts have been coined: "different-other" and "significant different-other". The literature analysis indicates that according to the Integration Model and the idea of Normalization, the reference to "The Other" as a human being rather than "a special needs person" is minimized, while the ideological basis of Inclusion matches a holistic and pluralistic view which encourages the uniqueness of the "Different-Other" and leads him towards a meaningful life. The analysis of examples in the Israeli society yields that despite advanced legislation and awareness towards individuals with special needs, the current situation does not meet the criteria of Inclusion. The educational reality indicates that no restructuring of the system, as a major criterion of Inclusion, has taken place, although the principles of early identification, intervention and monitoring are already implemented. The overall insight from the article is that despite the strive towards equity and equality in legislation, efforts should be channeled to persuade the public that the "Different-Other" is first and foremost a human being, and it is the duty of the society to view him as a "Significant Different-Other" rather than a "Different-Other".

Keywords: inclusion, integration, nor­ma­li­za­ti­on, special needs, "different-other"
USHER SYNDROME IN EDUCATIONAL SETTINGS: INDIGENOUS IDENTIFICATION STRATEGIES DEVELOPED IN INDIA

USHER SYNDROME IN EDUCATIONAL SETTINGS: INDIGENOUS IDENTIFICATION STRATEGIES DEVELOPED IN INDIA

Authors: Gnanathicam Victoria NAOMI| Avinashilingam Institute for Home Science and Higher Education for Women – University, Coimbatore – Tamil Nadu, India,...
Year: 2013, Volume: 14, Number: 3
(35 downloads)
Abstract

Introduction:most teachers of hearing and visually impaired children in India have to learn more about the prevalence and characteristics of Usher Syndrome. Keeping in mind the need to address this neglected population, the present study was designed and executed in South India. Goals:the goals of the study were to identify students with Usher Syndrome in educational settings using indigenous techniques, and to develop and describe a protocol for identifying these students. Methodology:seven hundred hearing impaired students studying in residential and inclusive schools in four districts of the State Tamil Nadu were screened using tools which included screening for distance and near vision, field of vision, dark adaptation, glare and contrast sensitivity. Results:ten students between the age of 14- 20 were found to be at risk of having Usher Syndrome. Finally, 6 subjects who had a diagnosis of retinitis pigmentosa were clinically identified with Usher Syndrome. Conclusion:these identification strategies will assist special education and rehabilitation pro­fess­ionals in recognizing symptoms of Usher Synd­rome so that they will be able to refer these children for diagnostic and supportive services.

Keywords: Usher Syndrome, Retinitis Pigmen­to­sa, Deaf-blindness, Genetic Disorder
IN MACEDONIA CELEBRATED 2 APRIL - WORLD`S AUTISM DAY IN MACEDONIA

IN MACEDONIA CELEBRATED 2 APRIL - WORLD`S AUTISM DAY IN MACEDONIA

Authors: Bisera MLADENOVSKA| Faculty of Philosophy, Institute of Special Education and Rehabilitation
Year: 2013, Volume: 14, Number: 3
(35 downloads)
Abstract

On 2 April 2013, on the occasion of World Autism Day, representatives of the Macedonian Scientific Society for Autism (MSSA), parents, children with autism spectrum disorder and other NGOs dealing with this issue, had a meeting with the President of the Republic of Macedonia Gjorgje Ivanov and his wife Mrs. Maya Ivanova. At the President`s Residence at Vodno, the delegation emphasized the challenges and introduced the President with the problems that the organizations and families face regarding the treatment of autism. The urgent need of specialized Center for autism, which will be engaged in early detection, diagnosis and treatment of children with autism spectrum disorder, was highly emphasized.

Keywords: null
PREPARATION OF THE INTERNATIONAL CONFERENCE: "MODERN ASPECTS OF SPECIAL EDUCATION AND REHABILITATION OF PERSONS WITH DISABILITIES"

PREPARATION OF THE INTERNATIONAL CONFERENCE: "MODERN ASPECTS OF SPECIAL EDUCATION AND REHABILITATION OF PERSONS WITH DISABILITIES"

Authors: Maja FILIPOVSKA| Master of Arts in Special Needs Education and Rehabilitation
Year: 2013, Volume: 14, Number: 3
(36 downloads)
Abstract

This year, the Institute of Special Education and Rehabilitation, Faculty of Philosophy in Skopje, celebrates the anniversary “20 years from the beginning of special education and rehabilitation studies”. On that occasion, the Institute is organizing a conference with the main topic “Modern aspects of special education and rehabilitation of persons with disabilities”. The Conference has an international character and it is fourth of this kind. The International conference will take place in the hotel “Metropol” in Ohrid, during the period from 17th -19th October.

Keywords: null

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