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

ASSESSMENT OF THE INDEPENDENCE IN PERFORMING DAILY ACTIVITIES AND THE NEED FOR OCCUPATIONAL THERAPY IN PERSONS WITH MULTIPLE SCLEROSIS

ASSESSMENT OF THE INDEPENDENCE IN PERFORMING DAILY ACTIVITIES AND THE NEED FOR OCCUPATIONAL THERAPY IN PERSONS WITH MULTIPLE SCLEROSIS

Authors: Olivera RASHIKJ-CANEVSKA| Faculty of Philosophy Institute of Special Education and Rehabilitation, Skopje
Year: 2013, Volume: 14, Number: 3
(37 downloads)
Abstract

Every hour someone receives a diagnosis of multiple sclerosis. Although it is not most common disease, or biggest threat to the humanity, its chronic, variable and unpredictable course can have a devastating impact on all those who have it, or care about someone who does. Being diagnosed with multiple sclerosis is an incident, which brings big challenges and changes in the life course, especially if there are relapses and exacerbations of the symptoms. Depending on the clinical course of the illness, the persons with MS need to adapt to the new situation and undergo multidisciplinary rehabilitative treatment; also it is necessary to make appropriate adaptations of the homes, which in general will enable maximal utilization of the remaining patient’s abilities. The main goal of our research is to provide a clear review of the disease, determining the repercussions which it causes in the life course of the patients, especially directing toward the assessment of the independence in performing daily activities and the need of occupational therapy in persons with multiple sclerosis, knowing that they are coping with problems in the realization of their basic duties and responsibilities.

Keywords: null
THE QUALITY OF RELATIONSHIP BETWEEN SIBLINGS IN FAMILIES WITH AN AUTISTIC CHILD

THE QUALITY OF RELATIONSHIP BETWEEN SIBLINGS IN FAMILIES WITH AN AUTISTIC CHILD

Authors: Milena ILIKJ PESHIKJ| Faculty of Philosophy, Institute of Special Education and Rehabilitation – Skopje
Year: 2013, Volume: 14, Number: 3
(36 downloads)
Abstract

The Master’s thesis is presented on 129 pages. The paper contains the following sections: introduction, theoretical approach to the problem of the research, research methodology, analysis of the results, discussion, conclusions, proposed measures, literature and articles. The introduction emphasizes the relationship between siblings as one of the basic interpersonal relationships among humans. If a family has an autistic member, some implications on the family and its functioning might arise, as well as on the relationship between the siblings. The presence of a child with autism alters the traditional role of a brother / sister in the family. Negative effects that may occur in the quality of the relationship between siblings, caused by having a child with autism in the family are: increased level of conflict, bitterness, resentment, loneliness, guilt, fear and reduced potential for conflict with peers outside the home. Of course, positive effects may also arise in the relationship between siblings in the family, such as: increased tolerance for diversity of others, kindness to others, increased levels of empathy, heightened sense of responsibility and maturity, a sense of happiness and well oriented view of life.

Keywords: null
 ATITUDES OF ISRAELI AND SLOVAK STUDENT – TEACHER TOWARDS THE INCLUSION OF STUDENTD WITH SPECIAL NEEDS IN MAINSTREAM EDUCATION: A COMPARATIVE STUDY

ATITUDES OF ISRAELI AND SLOVAK STUDENT – TEACHER TOWARDS THE INCLUSION OF STUDENTD WITH SPECIAL NEEDS IN MAINSTREAM EDUCATION: A COMPARATIVE STUDY

Authors: Tsafi TIMOR| The Kibbutzim College of Education, Technology &The Arts, Tel-Aviv, Israel, Jana HARTANSKA| Constantine the Philosopher University in Nit...
Year: 2014, Volume: 15, Number: 1
(38 downloads)
Abstract

The goal of this study was to explore the similarities and differences in the attitudes of two groups of student-teachers from different cultures: a group of Israelis and a group of Slovaks.The two groups were divided into pairs who carried out an e-mail correspondence on the topic The Inclusion of Students with Special Needs in Mainstream Education. The content analysis of the posts addressed three categories: Theoretical and practical knowledge of special needs, Attitudes towards special needs and inclusion, Strategies for coping with differences in heterogeneous classes. The findings yielded a similarity in the positive attitudes towards inclusion between the two groups. However, the groups differed in their theoretical and practical knowledge because the Slovak group had limited teaching experience and no academic courses on inclusive education. The findings break the existing link between academic courses/teaching experience, and positive attitudes towards inclusion, and suggest a different way of thinking. They also highlight the need to explore conceptual differences between cultures.

Keywords: inclusive education, special needs, heterogeneous classes, student-teachers, attitudes
INCLUSIVE EDUCATION SUPPORTING CHILDREN WITH BEHAVIORAL PROBLEMS AND THEIR REFERENCE PERSONS IN LOWER PRIMARY SCHOOL (GRADES 1-3)

INCLUSIVE EDUCATION SUPPORTING CHILDREN WITH BEHAVIORAL PROBLEMS AND THEIR REFERENCE PERSONS IN LOWER PRIMARY SCHOOL (GRADES 1-3)

Authors: Ulrike BECKER| University of Potsdam, Faculty of Human Sciences Germany
Year: 2014, Volume: 15, Number: 1
(35 downloads)
Abstract

Background: in Germany we may state that despite all efforts of inclusive education there is a tendency towards segregated education as far as “Emotional and Social Development” is concerned. In Berlin, the “Transition” project could be developed. By the help of this support approach it was possible all participating children to stay at their primary schools. Aims: the survey was meant to find out in which way the support, in context of the “Transition” project, has contributed to successful inclusive learning of students with considerable problems in their social behaviour. Methods:a semi-standardized questionnaire for interviewing class teachers of regular school classes was used, and furthermore school certificates were assessed concerning regular school attendance as well as performance in Mathematics and German. Nine Berlin schools took part in the survey. The response rate was 96%. Results: the current survey shows that inclusive education in case of considerable problems in social behaviour may be successful by counselling parents and teachers, by cooperation with school and by youth aid, as well as by way of a temporary learning group relieving both students with difficult behaviour as well as the overall group and the teachers, one succeeds with practicing recognition and acceptance, even despite serious behavioural problems at school. Conclusion: the results clearly show that the teacher - student interaction and the student - student interaction improves significantly in the subjective perception of class teachers. For this relationship to work, all those participating in it need “a specific environment”.

Keywords: counseling, inclusive education, behavioral disorder
DIAGNOSTIC AND TREATMENT OPTIONS IN AUTISTIC SPECTRUM DIDORDERS – AN OVERVIEW

DIAGNOSTIC AND TREATMENT OPTIONS IN AUTISTIC SPECTRUM DIDORDERS – AN OVERVIEW

Authors: Sheffali GULATI| All India Institute of Medical Sciences, New Delhi, India, Biswaroop CHAKRABARTY| All India Institute of Medical Sciences, New Delhi,...
Year: 2014, Volume: 15, Number: 1
(37 downloads)
Abstract

Goal: To highlight the recent recommendations and future trends in diagnosing and managing autistic spectrum disorder. Methodology: Comprehensive search was done in the electronic database, journals, reference lists and dissertation related to the field. Results and conclusion: Autistic spectrum disorder is characterized by onset before the age of 3 years, qualitative impairment in social and communication skills along with repetitive behavioural pattern and restricted interests. Multiple pathways involving genetic, structural and environmental factors have been implicated in the etiopathogenesis. Diagnosis is primarily clinical, based on caregiver interview and observing the patient. However, certain biochemical, radiological and electrophysiological investigations are indicated in relevant scenarios. The mainstay of therapy is behavioural intervention with pharmacotherapy indicated for certain behavioural issues. Complementary and alternate treatment, dietary and stem cell therapies are still investigational with some benefits.Various newer therapeutic options are currently being investigated, exploring the molecular and genetic basis of causation.

Keywords: Autistic spectrum disorder, DSM-V, Psychosocial interventions, Pharmacotherapy, Complementary and alternate treatment, mTOR inhibitors
DEVELOPMENT OF PHONOLOGICAL AWARENESS OF STUTTERING CHILDREN AND CHILDREN WITH FLUENT SPEECH

DEVELOPMENT OF PHONOLOGICAL AWARENESS OF STUTTERING CHILDREN AND CHILDREN WITH FLUENT SPEECH

Authors: Leila BEGIC| University of Tuzla, Faculty of Education and Rehabilitation Bosnia and Herzegovina, Zamir MRKONJIC| University of Tuzla, Faculty of Educ...
Year: 2014, Volume: 15, Number: 1
(37 downloads)
Abstract

The aim of this study was to determine characteristics of phonological awareness of stuttering children and children with fluent speech. The sample consisted of 64 children, between 56 and 83 months old (4 years and 8 months to 6 years and 11 months). Examinees were divided in two groups. The first group consisted of 32 stuttering children, 19 males, and 13 females. The control group consisted of 32 children with fluent speech, whose age and sex were equal to the age and sex of the children in the experimental group. The research was conducted in preschools and primary schools in Tuzla and Una-Sana Canton in Bosnia and Herzegovina. The subjects were examined with 7 subtests (syllable and phoneme blending abilities, ability to rhyme, phoneme segmentation, phoneme deletion, phoneme transposition and spoonerisms). Each of the subtest scores, which index a variety of phonological awareness abilities, was examined separately. Phonological awareness score is the total score which relates to a common result that the subjects achieved on these 7 individual subtests. The results showed that there were no statistically significant differences between stuttering children and their peers with fluent speech in relation to Phonological awareness score. The examination of differences between stuttering and non-stuttering children in individual variables, which describe phonological awareness, showed that there was statistically significant difference in the ability to rhyme between these two subjects groups. T-test was used for examination of the differences between the male stuttering children and their fluent peers, and also female stuttering children and their fluent peers for the phonological awareness variables. The results exhibited statistically significant differences in the variable Rhyme between the male stuttering children and their fluent peers. In addition, we examined the ability of phonemic analysis of children who stutter and children with fluent speech. The results showed that there were not statistically significant differences between stuttering and non-stuttering children related to phonemic analysis abilities.

Keywords: stuttering children, children with fluent speech, phonological awareness development
TO BE OR NOT TO BE: AN INFORMATIVE NON-SYMBOLIC NUMERICAL MAGNITUDE PROCESSING STUDY ABOUT SMALL VERSUS LARGE NUMBERS IN INFANTS

TO BE OR NOT TO BE: AN INFORMATIVE NON-SYMBOLIC NUMERICAL MAGNITUDE PROCESSING STUDY ABOUT SMALL VERSUS LARGE NUMBERS IN INFANTS

Authors: Annelies CEULEMANS| Department of Experimental Clinical and Health Psychology, Developmental Disorders, Ghent University, Tom LOEYS| Department of Dat...
Year: 2014, Volume: 15, Number: 1
(37 downloads)
Abstract

Many studies tested the association between numerical magnitude processing and mathematical achievement with conflicting findings reported for individuals with mathematical learning disorders. Some of the inconsistencies might be explained by the number of non-symbolic stimuli or dot collections used in studies. It has been hypothesized that there is an object-file system for ‘small’ and an analogue magnitude system for ‘large’ numbers. This two-system account has been supported by the set size limit of the object-file system (three items). A boundary was defined, accordingly, categorizing numbers below four as ‘small’ and from four and above as ‘large’. However, data on ‘small’ number processing and on the ‘boundary’ between small and large numbers are missing. In this contribution we provide data from infants discriminating between the number sets 4 vs. 8 and 1 vs. 4, both containing the number four combined with a small and a large number respectively. Participants were 25 and 26 full term 9-month-olds for 4 vs. 8 and 1 vs. 4 respectively. The stimuli (dots) were controlled for continuous variables. Eye-tracking was combined with the habituation paradigm. The results showed that the infants were successful in discriminating 1 from 4, but failed to discriminate 4 from 8 dots. This finding supports the assumption of the number four as a ‘small’ number and enlarges the object-file system’s limit. This study might help to explain inconsistencies in studies. Moreover, the information may be useful in answering parent’s questions about challenges that vulnerable children with number processing problems, such as children with mathematical learning disorders, might encounter. In addition, the study might give some information on the stimuli that can be used to effectively foster children’s magnitude processing skills.

Keywords: infants, number discrimination, eye-tracking, non-symbolic, magnitude processing
THE EFFECTIVENESS OF THEORY OF MIND TRAINING ON THE ADAPTIVE BEHAVIOR OF STUDENTS WITH INTELLECTUAL DISABILITY

THE EFFECTIVENESS OF THEORY OF MIND TRAINING ON THE ADAPTIVE BEHAVIOR OF STUDENTS WITH INTELLECTUAL DISABILITY

Authors: Narges ADIBSERESHKI| Faculty of University of Welfare and rehabilitation Sciences, Iran, Mehdi Abdolahzadeh RAFI| Faculty of University of Welfare and...
Year: 2014, Volume: 15, Number: 1
(37 downloads)
Abstract

Students with intellectual disabilities have difficulties establishing and sustaining relationships with their friends. Some professionals believe that deficit in theory of mind tasks causes these difficulties for the children. The purpose of this study is to investigate the effectiveness of theory of mind training in terms of improving the sociability of students with intellectual disability. The method used for this study was an experimental one, consisted of pre-test and a post-test with a control group. Thirty male and thirty female students with intellectual disabilities from two different primary schools were considered in this study. The participants were chosen by the multi-stage cluster sampling method. Two experimental and two control groups were randomly selected from these students; one experimental and one control group for girls and the same for boys. Nine training sessions were designed for the experimental groups while the control groups took part in their daily school program. The results of this study showed that the scores for socialization in the experimental groups were significantly higher than the ones in the control groups (p<0.05). In this study, training theory of mind tasks led to the improvement of socialization skills in students with intellectual disabilities.

Keywords: theory of mind, students with intellectual disabilities, socialization
 PEER TUTORING INTERVENTIONS FOR STUDENT WITH AUTISM SPECTRUM DISORDERS:  A META – SYNTHESIS

PEER TUTORING INTERVENTIONS FOR STUDENT WITH AUTISM SPECTRUM DISORDERS: A META – SYNTHESIS

Authors: Brittany L. HOTT| Texas A&M University - Commerce, Fahad M. ALRESHEED| University of Oregon, USA, Harvetta R. HENRY| Texas A&M University - Commerce
Year: 2014, Volume: 15, Number: 1
(37 downloads)
Abstract

A limitation in social interaction is a critical defining characteristic of Autism Spectrum Disorders (ASD). Peer tutoring is one of the most widely utilized interventions for improvement of social interaction and academic performance. This synthesis examines the effectiveness of peer tutoring interventions in the United States using percentage of nonoverlapping data (PND). Results suggest that peer tutoring is a viable intervention for supporting social and academic development. Limitations, implycations for practice, and future research directions are reported.

Keywords: Peer tutoring, ASD, Social Interaction, Academic Performance, PND
INTERNATIONAL CONFERENCE: “MODERN ASPECTS OF SPECIAL EDUCATION AND REHABILITATION OF PERSONS WITH DISABILITIES”

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 Skopje, R. Macedonia
Year: 2014, Volume: 15, Number: 1
(36 downloads)
Abstract

The Fourth International Conference with the main topic “Modern Aspects of Special Education and Rehabilitation of Persons with Disabilities” was held from 17th to 19th October, in the hotel “Metropol” in Ohrid. The conference was organized by the Institute of Special Education and Rehabilitation, Faculty of Philosophy in Skopje, which celebrated its anniversary “20 Years Studies of Special Education and Rehabilitation”. The conference was attended by 135 participants, including notable names in the field of special education and rehabilitation, prominent researchers, practitioners, special educators and professional associates from the country and abroad, as well as a significant number of students and postgraduates. The conference was opened on 17th October by the Head of the Institute of Special Education and Rehabilitation, prof. Zora Jachova PhD, and the President of the Organizational board, doc. Zoran Kitkanj Phd. The Dean of the Faculty of Philosophy in Skopje, prof. Goran Ajdisnki Phd and a representative from the Ministry of Education and Science of the Republic of Macedonia, Head of the Department of Higher Education, Mr. Borche Aleksov welcomed the attendees. After the opening speeches, the orchestra from the State school for rehabilitation of children and youth with visual impairment “Dimitar Vlahov” had a performance.

Keywords: null
INTERNATIONAL SEMINAR OF STUDENTS IN SPECIAL EDUCATION AND REHABILITATION "ZLATIBOR 2013"

INTERNATIONAL SEMINAR OF STUDENTS IN SPECIAL EDUCATION AND REHABILITATION "ZLATIBOR 2013"

Authors: Manuela KRCHANOSKA| Postgraduate student Faculty of Philosophy Institute of Special Education and Rehabilitation Skopje, R. Makedonija
Year: 2014, Volume: 15, Number: 1
(36 downloads)
Abstract

Organized by the Student Parliament of Faculty of Special Education and Rehabilitation, Belgrade, the Seminar of Students of Special Education and Rehabilitation "Zlatibor 2013" was held from November 20th to 24th. Parallel to this seminar, there was a seminar organized by the Students Parliament of Majeure Medical School, Belgrade. Enveloped in the beauty of Zlatibor, housed in the student resort "Ratko Mitrovic", this congress was attended by 287 students from the Balkans, of which 146 were students of special education and rehabilitation, 17 of them were from Macedonia, 14 from Bosnia and Herzegovina, 12 from Croatia, 6 from Slovenia and the rest were from Serbia. Officially, the seminar was opened by the President of the Student Parliament of Faculty of Special Education and Rehabilitation, Belgrade Nikola Nicin. After his introductory address, the speech was led by Prof. Vladimir Trajkovski, PhD. The students’ presentations were organized throughout three days in morning sessions and afternoon sessions. Institute for Special Education and Rehabilitation of Macedonia was represented by six undergraduate students and one postgraduate student.

Keywords: null
CELEBRATION OF 3 DECEMBER - INTERNATIONAL DAY OF PEOPLE WITH DISABILITIES

CELEBRATION OF 3 DECEMBER - INTERNATIONAL DAY OF PEOPLE WITH DISABILITIES

Authors: Maja FILIPOVSKA| Master of Arts in Special Needs Education and Rehabilitation Skopje, R. Macedonia
Year: 2014, Volume: 15, Number: 1
(37 downloads)
Abstract

On the occasion of 3rd December – International day of persons with disabilities, this year as well, a ceremony was held at the Faculty of Philosophy, which was organized by the Institute of Special Education and Rehabilitation. The main focus was the creation of inclusive society, in accordance with this year’s theme of the day, set by the United Nations: Break Barriers, Open Doors for an inclusive society and development for all. In the official part of the program speeches were given by the Head of the Institute of Special Education and Rehabilitation, Zora Jachova, PhD, the Rector of the University “Ss. Cyril and Methodius” – Skopje, Velimir Stojkovski, Phd, the Minister for Education and Science, Mr. Spiro Ristovski and the Minister for Labor and Social Politics, Mr. Dime Spasov. Their speeches stressed the activities done so far in their own field of work and also addressed the further plans in the area of education, social care and involvement of the persons with disabilities in all aspects of social life. One part of the program was intended for award, which was received by Martina Naumovska this year for the generation awarding by The Foundation Prof. Dr Ljupco Ajdinski. This year, beside the Best student 2008/2009, there was an award for the highest ranked student at the university admission in 2013/2014. This award was given to the student Ivana Brcheska.

Keywords: null
RISK FACTORS FOR THE EMERGENCE OF BEHAVIORAL DISORDER AND THE NEED FOR PREVENTION AND EARLY INTERVENTION

RISK FACTORS FOR THE EMERGENCE OF BEHAVIORAL DISORDER AND THE NEED FOR PREVENTION AND EARLY INTERVENTION

Authors: Irena NOVACHESKA| Faculty of Philosophy, Institute of Special Education and Rehabilitation, Skopje, R. Macedonia
Year: 2014, Volume: 15, Number: 1
(37 downloads)
Abstract

The Master’s thesis is presented on 149 pages. The paper contains the following sections: Introduction, Theoretical approach to the problem of the research, Research section which contains: Research methodology, Analysis and interpretation of the results, Discussion, Conclusions, Recommendations, Articles and Literature. The Introduction explains the concept of behavioral disorder and the different sets of risk factors that lead to the appearance of behavioral disorder. Commonly, we distinguish two main groups of etiological factors that lead to behavioral disorder: environmental factors and factors related to the person’s functioning. In the recent decades, the number of children with behavioral disorders is increasing more and more, and this increase entails the need for timely identification of the risk and the protective factors, which means that prevention and early intervention, as a permanent and active process, must begin as early as possible, and the best moment is in the preschool period.

Keywords: behavioral disorder, risk factors, prevention, early intervention, students with behavioral disorder
 	  INCLUSIVE EDUCATION OF BLIND AND VISUALLY IMPAIRED PUPILS IN SLOVENIA

INCLUSIVE EDUCATION OF BLIND AND VISUALLY IMPAIRED PUPILS IN SLOVENIA

Authors: Franc CANKAR| National Education Institute Slovenia, Tomi DEUTSCH| National Education Institute Slovenia, Bojana GLOBACNIK| University of Primorska, F...
Year: 2014, Volume: 15, Number: 3
(36 downloads)
Abstract

Introduction: In the last years, the demand to include children with special needs in the mainstream kindergartens and schools in Slovenia has grown. This brought with it the need for changing the role of the special schools and institutes for children with special needs and for their transformation into resource centres. Methodology: We pilot tested a resource centre for support of blind and visually impaired children. We included 15 educational institutes and one blind or visually impaired pupil from each institute. Data were collected at the beginning of the school year 2010/11, and at the end of the school year 2011/12. In both cases the same instruments were used, which made comparison of the collected data possible. Results: The results have shown progress in the development of competences, attitudes, and rehabilitation competences in the participants of the study. Discussion: The results confirmed the efficiency of the initially designed model. By investing into its staff capacity building, we expect that the centre will gain recognition and increase its quality. In this way, it will be able to realise its developmentally-supportive role for the children with visual disability in Slovenia.

Keywords: inclusion, resource centre, blind and visually impaired pupils, competences
REVIEW OF SPECIAL EDUCATION PROGRAMS IN JORDAN: CURRENT PRACTICES, CHALLENGES, AND PROSPECTS

REVIEW OF SPECIAL EDUCATION PROGRAMS IN JORDAN: CURRENT PRACTICES, CHALLENGES, AND PROSPECTS

Authors: Hamza MAHMUD SULEIMAN AL SHOURA| School of Education, University Sains Malaysia, Aznan CHE AHMAD| School of Educational Services of University Sains...
Year: 2014, Volume: 15, Number: 3
(36 downloads)
Abstract

This paper will try to provide an overview on Jordan’s special education programs for children with disabilities. Specifically, this paper will describe the emergence and development of special education services and the providers of these services within the context of Jordanian society. The key issues relevant to special teacher education, early childhood intervention, inclusive education and challenges faced by children with disabilities are also presented. The findings indicate that there are many challenges, including funding and support, inadequate instructional resources and techniques, shortage of pertinent knowledge and training, limited cooperation, and sparse data on children and youth with disabilities. This paper uses secondary data gathered from relevant reports, studies, and the understanding and experience of the author. Implications to improve the current special education practices for these students are discussed in this paper.

Keywords: Students with disabilities, Special Education, Rehabilitation, Inclusive education

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