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

RECIDIVISM AFTER A TREATMENT IN A DISCIPLINARY CENTRE FOR JUVENILES

RECIDIVISM AFTER A TREATMENT IN A DISCIPLINARY CENTRE FOR JUVENILES

Authors: Ranko KOVACEVIC| Faculty of Special Education and Rehabilitation, University of Tuzla, Samir SULJAGIC| KJU Disciplinski centar za maloljetnike, Saraje...
Year: 2014, Volume: 15, Number: 3
(42 downloads)
Abstract

The aim of this paper is to examine recidivists’ and non-recidivists’ differences in characteristics of the psychosocial functioning after a treatment in a Disciplinary Centre for Juveniles in Sarajevo Canton, the Federation of Bosnia and Herzegovina. The research was conducted on a sample of 131 juvenile delinquents adjudicated with the educational measure of referral to the juvenile disciplinary centre. The statistical analysis was performed in the SPSS 17.0 program package. The differences between recidivists and non-recidivists were measured using Mann-Whitney test on all variables. A group of four variables were compared by: (a) school factors, (b) family factors, (c) spare time activities and peer relationships and (d) personality and behaviour of juveniles. The results have shown that risk factors are more pronounced in recidivists in all four areas of the psychosocial functioning. The largest difference is in the areas related to spare time activities and peer-relationships, as well as family functioning. The results indicate that the intensified treatment should focus on these areas in order to prevent recidivism.

Keywords: recidivism, educational measure, responsiveness factors
THE EFFECT OF EMOTIONAL INTELLIGENCE TRAINING ON BEHAVIOR PROBLEMS OF BOYS WITH EXTERNALIZED BEHAVIOR DISORDER IN ELEMENTARY SCHOOLS

THE EFFECT OF EMOTIONAL INTELLIGENCE TRAINING ON BEHAVIOR PROBLEMS OF BOYS WITH EXTERNALIZED BEHAVIOR DISORDER IN ELEMENTARY SCHOOLS

Authors: Kosar Moghaddam POUR| Faculty of University of Welfare and rehabilitation Sciences, Tehran, Iran, Narges ADIBSERESHKI| Faculty of University of Welfar...
Year: 2014, Volume: 15, Number: 3
(37 downloads)
Abstract

The purpose of this study is to investigate the effect of emotional intelligence on the behavior problems of boys with Externalized behavior disorder in Primary Schools. Method: This quasi-experimental study was conducted along with a pre-test, post-test, with a control group and a follow-up test. For sampling, 40 students identified with Externalized behavioral problems through the Teacher Report Form (TRF) and the Child Behavior Checklist (CBCL) were chosen and randomly divided into two groups (20 in the experimental group and 20 in the control group). The experimental group received emotional intelligence training program in 17 sessions (2 sessions per week, 60 minutes per session) and the control group received no training beyond their regular school program. After two months, in order to examine the stability (durability) of training effect, the follow-up test was conducted. Finally, the data obtained were analyzed using the statistical method of generalized estimating equations. Results: The results showed that the intervention program had created a significant difference between the scores of the experimental and control group (p<0.001). Conclusions: It can be concluded that Emotional Intelligence Training decreases the behavior problems of boys with Externalized behavior disorder and helps to prevent high occurrence of these problems.

Keywords: Emotional intelligence, behavior problems, Externalized behavior disorders
THE IMPORTANCE OF STRUCTURED TEXT TALKS FOR STUDENTS’ READING COMPREHENSION

THE IMPORTANCE OF STRUCTURED TEXT TALKS FOR STUDENTS’ READING COMPREHENSION

Authors: Monica REICHENBERG| Department of Education and Special Education, University of Gothenburg, Sweden
Year: 2014, Volume: 15, Number: 3
(35 downloads)
Abstract

The present intervention study reveals that students diagnosed with an intellectual disability (ID) are able to construct meaning from written expository text through guided social interaction. There were 31 students recruited from four special schools participating in this intervention study.The study involves a pre-test phase and a post-test phase. The students were divided into two intervention conditions: (a) reciprocal teaching (RT), which involved practice in four reading strategies—prediction, question generating, clarification, and summarisation—and (b) inference training (IT), which involved practice in answering inference questions, i.e., where you have to read between the lines to find the answer. The training included 16 sessions over 8 weeks. Pre- testing and post-testing included seven tests. Improvement of test results was obtained in both conditions to about the same extent, indicating that both conditions were bene?cial.

Keywords: structured text talk, reciprocal teaching, inference training, reading comprehension, intellectual disability
THE ROLE OF SUPPORT GROUPS IN THE COOPERATION BETWEEN PARENTS OF PEOPLE WITH INTELLECTUAL DISABILITIES AND PROFESSIONAL STAFF

THE ROLE OF SUPPORT GROUPS IN THE COOPERATION BETWEEN PARENTS OF PEOPLE WITH INTELLECTUAL DISABILITIES AND PROFESSIONAL STAFF

Authors: Metka NOVAK| University of Ljubljana, Faculty of Education Slovenia, Majda KONCAR| University of Ljubljana, Faculty of Education Slovenia
Year: 2014, Volume: 15, Number: 3
(37 downloads)
Abstract

Introduction: One of the ways of building and developing a better cooperative relationship between parents of people with severe and profound intellectual disabilities and professional staff is the inclusion of parents in support groups for parents and staff in support groups for staff. Goal: To examine the correlation of the level of cooperative relationship between the parents of people with severe and profound intellectual disabilities and professional staff with the inclusion of parents in support groups for parents and staff in support groups for staff. Methodology: Respondents: parents (296) of people with severe and profound learning disabilities and staff (298) in five centres across Slovenia; Methods: descriptive statistics, test of homogeneity, the rankit method, one-way analysis of variance; Procedures: survey questionnaires for parents and staff. The data was processed using SPSS software for personal computers. Results: The difference between the variances of the groups (parent) found is statistically significant (F = 6.16; p = 0.01). Staff included in support groups have a significantly lower level of cooperative relationship with parents (f = 10; M = - 0.12) than staff not included in these groups (f = 191; M = 0.04). Conclusion: In contrast to theoretical findings the results indicated less successful cooperation for professional staff included in support groups. The results furthermore did not confirm any differences in the cooperative relationship of parents included in support groups and those who are not. We suggest an in-depth analysis of the workings of support groups.

Keywords: parents of people with severe and profound intellectual disabilities, professional staff, support groups, cooperative relationship
THE METHOD OF TEACHING AND EXAMINATION FOR INDIVIDUALS WITH VISUAL IMPAIRMENTS: THE SYSTEM IN INDIA AND JAPAN

THE METHOD OF TEACHING AND EXAMINATION FOR INDIVIDUALS WITH VISUAL IMPAIRMENTS: THE SYSTEM IN INDIA AND JAPAN

Authors: Ritwika LASKAR| Department of Education Alipurduar Mahila Mahavidyalaya West Bengal, India
Year: 2014, Volume: 15, Number: 3
(38 downloads)
Abstract

Introduction: Education of children with special needs is an important field of study. Children with special needs deserve to be educated like any other human being. Over the years, several provisions have been made and laws have been passed to ensure education of children with special needs. A visually impaired child’s needs and goals for learning are not different from that of his sighted peers. Only the means of achieving those goals are different. Objective: The purpose of this study was to compare the prevalent method of teaching and the system of examination for students with Visual Impairment studying in the special schools for the blind in India and Japan. Methodology: The study was delimited to i) blind students only and ii) the special schools for the blind in Kolkata and Tokyo. Purposive sampling technique was used to select 50 teachers (25 each from the special schools for the blind in Kolkata and Tokyo). The researcher interviewed the teachers. Semi–structured information schedules were used to collect data and the data were analyzed only qualitatively. Findings: The method of teaching the blind students was similar in both Kolkata and Tokyo. Differences were observed mainly in the type of teaching equipments used. Regarding the system of examination, differences were observed within the special schools in Kolkata. In Tokyo, however, all the special schools followed a uniform system. The study revealed that in Kolkata a strict pass/fail criterion existed. In Tokyo, on the other hand, there was no strict pass/fail criterion. Conclusion: This study is important because not many comparative studies have been done between India and Japan. Most of the comparative research work is either between Japan and the U.S.A or between Japan and the U.K. This study was conducted mainly to find out the differences between a Developing and a Developed nation. Being a developed country, it is always assumed that there will be a lot to learn from Japan. Through this research study an attempt has been made to find out whether this assumption is true and if it is true then, to what extent the system can be implemented and practiced in the Indian scenario.

Keywords: Method of teaching, system of exa¬mi¬nation, special schools for the blind, Kolkata, Tokyo
CELEBRATED APRIL 2nd – INTERNATIONAL DAY OF PERSONS WITH AUTISM

CELEBRATED APRIL 2nd – INTERNATIONAL DAY OF PERSONS WITH AUTISM

Authors: Manuela KRCHANOSKA| Postgraduate student Faculty of Philosophy Institute of Special Education and Rehabilitation, Skopje, Macedonia
Year: 2014, Volume: 15, Number: 3
(36 downloads)
Abstract

On April 2nd, the Macedonian Scientific Society for Autism, for the fourth time organized an event on the occasion of the International Day of Persons with Autism. The event with cultural and artistic character was held at the Museum of the Macedonian Struggle under the motto “They are not alone, we are with them”. The huge number of citizens only confirmed the motto. It seemed that the hall of the Museum of the Macedonian Struggle is too small for the warm hearts of the audience. More than 300 guests were present in the hall, among which there were children with autism and their families, prominent professors, doctors, special educators and rehabilitators, psychologists, students and other citizens with glad heart and will who decided to enrich the event with their presence.

Keywords: null
I NTERNATIONAL CONGRESS OF  STUDENTS FROM THE FACULTY OF  E DUCATION AND REHABILIT A TION,  Z AGREB, 11 TO 13 APRIL 2014

I NTERNATIONAL CONGRESS OF STUDENTS FROM THE FACULTY OF E DUCATION AND REHABILIT A TION, Z AGREB, 11 TO 13 APRIL 2014

Authors: Irena NOVACHESKA| Master of Arts in Special Education and Rehabilitation
Year: 2014, Volume: 15, Number: 3
(37 downloads)
Abstract

The International Congress of the students from the Faculty of Education and Rehabilitation, named ERFUSS…’14, organized by the students of Faculty of Education and Rehabilitation, at the University of Zagreb, was held from 11 - 13 April 2014, at University Campus Borongaj. ERFUSS…’14 presents the desire of the students from the Faculty of Education and Rehabilitation for unification of the complementary fields, with one goal - team work and inter/trans/multidisciplinary approach, contained in the name of Congress, which is an abbreviation for: “Faculty of Education and Rehabilitation in collaboration with …”.

Keywords: null
INTERNATIONAL SYMPOSIUM “NEWEST MEDICAL VIEWS ON TRISOMY 21 AND AUTISM” - ST. KRIZH ZACRETJE, R. CROATIA

INTERNATIONAL SYMPOSIUM “NEWEST MEDICAL VIEWS ON TRISOMY 21 AND AUTISM” - ST. KRIZH ZACRETJE, R. CROATIA

Authors: Emilija GEORGIEVA| Special Primary School "Idnina", Skopje R. Macedonia
Year: 2014, Volume: 15, Number: 3
(37 downloads)
Abstract

On 23 and 24 May 2014 in Old School, Mirkovec (municipality St. Krizh, Zacretje, Croatia) an international symposium on "Modern medical views on trisomy 21 and autism" was held. It was organized by the association "Trisomy 21" from Zagreb, under the auspices of the President of the Republic of Croatia, the Ministry of Health and Social Affairs and the Mayor of the municipality Krapinsko-Zagorska. The symposium is a result of many years of experience working with children with Down syndrome and their parents in order to increase the level of awareness and knowledge that will contribute to better and healthier way of life of people with Down syndrome. The symposium was attended by a number of internationally recognized professionals and parents of children with Down syndrome. The first day of the symposium there were a number of interesting and relevant topics. Prof. Dr. Drazenka Blazi from the Republic of Croatia talked about early communication of children with Down syndrome and autism - similarities and differences, opportunities and constraints; Prof. Dr. Vladimir Gruden had an excellent presentation on "autogenous training"; Doc. Dr. Lovrecic from Slovenia informed about the latest approaches and technologies in the genetic diagnosis of trisomy 21 and autism.

Keywords: null
COMPARATIVE ANALYSIS OF THE STRUCTURE OF THE AMERICAN AND MACEDONIAN SIGN LANGUAGE

COMPARATIVE ANALYSIS OF THE STRUCTURE OF THE AMERICAN AND MACEDONIAN SIGN LANGUAGE

Authors: Aleksandra KAROVSKA RISTOVSKA| Faculty of Philosophy Institute of Special Education and Rehabilitation, Skopje, R. Macedonia
Year: 2014, Volume: 15, Number: 3
(38 downloads)
Abstract

The Macedonian Sign Language is a natural language, used by the community of Deaf in the Republic of Macedonia. This doctoral paper aimed towards the analyses of the characteristics of the Macedonian Sign Language: its phonology, morphology and syntax as well as towards the comparison of the Macedonian and the American Sign Language. William Stokoe was the first one who in the 1960’s started the research of the American Sign Language. He set the base of the linguistic research in sign languages. The analysis of the signs in the Macedonian Sign Language was made according Stokoe’s parameters: location, hand shape and movement. Lexicostatistics showed that MSL and ASL belong to a different language family. Beside this fact, they share some iconic signs, whose presence can be attributed to the phenomena of lexical borrowings. Phonologically, in ASL and MSL, if we make a change of one of Stokoe’s categories, the meaning of the word changes as well. Non-manual signs which are grammatical markers in sign languages are identical in ASL and MSL. The production of compounds and the production of plural forms are identical in both sign languages. The inflection of verbs is also identical. The research showed that the most common order of words in ASL and MSL is the SVO order (subject-verb-object), while the SOV and OVS order can seldom be met. Questions and negative sentences are produced identically in ASL and MSL. In order to be standardized, the Macedonian Sign Language must pass 4 phases: selection, codification, elaboration and dissemination. It is necessary to promote MSL through mass media; to change the law for use of sign languages; increase the number of licensed sign language interpreters; increase the number of differentiated vocabularies; publication of manuals; implementation of comparative linguistic studies as well as involvement of the deaf persons in the decision making process.

Keywords: American Sign Language, Macedonian Sign Language, iconicity, lexicostatistics, SVO-order, standardization
CONCEPTS OF COLOURS IN CHILDREN WITH CONGENITAL BLINDNESS

CONCEPTS OF COLOURS IN CHILDREN WITH CONGENITAL BLINDNESS

Authors: Daniela DIMITROVA-RADOJICHIKJ | Faculty of Philosophy, University Ss. Cyril and Methodius Skopje, Macedonia
Year: 2015, Volume: 16, Number: 1
(38 downloads)
Abstract

This descriptive qualitative interview study in¬ves¬tigates knowledge of colours in students who are congenitally blind. The purpose of this research was to explore how the lack of direct experience with colour, as a result of congenital blindness, affects judgments about semantic concepts. Qualitative methods were used to conduct interviews with 15 students. The results of the study indicate that students know the colours and have a favourite colour. The implications for practice are to pay more attention when we teach students with congenital blindness to associate colours with specific objects.

Keywords: colour, child, visually oriented verbalism
SOME DETERMINATS OF QUALITY OF LIFE IN PATIENTS SUFFERING FROM MULTIPLE SCLEROSIS

SOME DETERMINATS OF QUALITY OF LIFE IN PATIENTS SUFFERING FROM MULTIPLE SCLEROSIS

Authors: Olivera RASHIKJ-CANEVSKA| University “Ss. Cyril and Methodius”, Faculty of Philosophy, Institute of Special Education and Rehabilitation, Skopje, R. M...
Year: 2015, Volume: 16, Number: 1
(39 downloads)
Abstract

People with multiple sclerosis are faced with numerous challenges which in turn may affect the things they want to do or have a need to do. Very often, constraints caused by the disease reduce their ability to cope with and meet their responsibilities at home, at work and within a broader community transforming simple daily activities into daily frustrations. The main goal of the research process was to present the life of persons with multiple sclerosis in the Republic of Macedonia, the problems they face every day, and the way they exceed them. We used the methods of structural, descriptive and functional analysis, as well as the method of generalization. We applied data (document) analysis, scaling and inquiry, and as a basic instrument we used a questionnaire composed of a combination of several scaling and index assessments. There was a convenient sample of the research composed of 32 persons with multiple sclerosis over the age of 18, and the results were obtained by a statistical analysis of the data and application of the combination of chi square tests, with a p<r;0.05 level of significance. According to the results of the Index of disability, 47% of the people with multiple sclerosis have limited independence in providing daily activities leading up to 31% of the examinees with rare participation in the everyday social activities, the result obtained by the Frenchay Index of activities. We can conclude that the Index of disability is higher with older respondents and it is often followed by a drop of the daily activity frequency.

Keywords: multiple sclerosis, quality of life, Index of disability, independence
MULTIDIMETIONAL OUTCOME AND LONG-TERM EVALUATION OF NON-AVOIDANCE THERAPY

MULTIDIMETIONAL OUTCOME AND LONG-TERM EVALUATION OF NON-AVOIDANCE THERAPY

Authors: Dobrinka GEORGIEVA| Department of Logopedics, Faculty of Public Health and Sport, South-West University “Neofit Rilski”, Blagoevgrad, Bulgaria
Year: 2015, Volume: 16, Number: 1
(38 downloads)
Abstract

International Classification of Functioning, Disability, and Health (ICF, WHO, 2001) is a constructive framework for quality assessment and treatment in Logopedics (Speech Language Therapy). The current research study makes an attempt to introduce this standard into logopedical practice and applied research to measure the quality of life of persons with fluency disorders, such as stuttering. The quality of life is a modern multidimensional construct that covers health-medical, psychological, social and economic factors. Good level of communication and stabilized fluency is of key importance to improve the quality of life of persons who stutter. The purpose of the study was to show a model of assessment, treatment and evaluation of the efficacy of the non-avoidance approach in adult stuttering therapy. According to the results of the Index of disability, 47% of the people with multiple sclerosis have limited independence in providing daily activities leading up to 31% of the examinees with rare participation in the everyday social activities, the result obtained by the Frenchay Index of activities. We can conclude that the Index of disability is higher with older respondents and it is often followed by a drop of the daily activity frequency. Methods: CharlesVan Riper’s non-avoidance approach for an intensive therapy. Participants were 15 adults who stutter with an average age 25.2 years. Results: Specific significant decreasing of the two main parameters: index of dysfluencies immediately after the intensive therapy as well as duration of disfluences in seconds. The changes in speech fluency before and after the intensive therapy as well as 3 years after this therapy were obtained regarding the duration of disfluencies and index of dysfluency. Conclusion: The present model of an intensive non-avoidance therapy format for adults with stuttering disorders was successfully applied for the Bulgarian conditions. Improved fluency is an important factor for quality of life improvement of persons with stuttering disorder.

Keywords: International Classification of Functioning, Disability, Health (ICF), fluency disorders, stuttering, stuttering therapy
AN EVIDENCE-BASED ANALYSIS OF SELF-REGULATED STRATEGY DEVELOPMENT WRITING INTERVENTIONS FOR STUDENTS WITH SPECIFIC LEARNING DISABILITIES

AN EVIDENCE-BASED ANALYSIS OF SELF-REGULATED STRATEGY DEVELOPMENT WRITING INTERVENTIONS FOR STUDENTS WITH SPECIFIC LEARNING DISABILITIES

Authors: Areej ALHARBI| Department of Psychology, Consulting and Special Education Texas A&M University-Commerce, USA, Brittany L. HOTT| Department of Psycholo...
Year: 2015, Volume: 16, Number: 1
(37 downloads)
Abstract

Background: Approximately 5% of school-aged children in the United States receive special education services under the specific learning disabilities category. Additionally, 20% of all students experience difficulty with writing, spelling, and handwriting. Goal: This literature review provides a synthesis of single case studies evaluating the use of self-regulated strategy development (SRSD) for students with specific learning disabilities. Methods: Percentage of non-overlapping data (PND) and Percentage of Data Exceeding the Median (PEM) were used as a common metric to evaluate studies meeting inclusion criteria. Results: Fifteen articles evaluating seven SRSD writing intervention strategies met study inclusion criteria. Both mean PND (89.69%, Range = 38% – 100%) and mean PEM (0.98, Range = 0.91 – 1.00) suggest that SRSD writing interventions are effective to highly effective. Conclusion: Althoudh additional research is needed, the results suggest that self-regulated writing strategies are an effective intervention to support students with specific learning disabilities experiencing difficulty with writing.

Keywords: Learning Disabilities, Self-Regulated Strategy Development, Writing Intervention, Single Subject Designs
PASSING STANDARDIZED ASSESSMENTS WITH FADING PROMPTS

PASSING STANDARDIZED ASSESSMENTS WITH FADING PROMPTS

Authors: Amy Marie GREENE| Clarion University Northcentral University, USA
Year: 2015, Volume: 16, Number: 1
(37 downloads)
Abstract

Introduction: No Child Left Behind Act of 2001 mandates that all students perform at a level of proficient on state assessments. This includes students with learning and intellectual disabilities who are inherently performing below grade level. Given that schools are held accountable for meeting these goals and some states are not allowing students to graduate if they do not pass the assessments, this is a large concern for students, parents, teachers, and administration. Method: Forty-five students with a disability in writing or an intellectual disability participated in this quasi-experimental, single-group, pretest-posttest design that evaluated the effectiveness of the Fading Prompts through Graphic Organizers method for students with learning and intellectual disabilities in written expression as measured according to the Pennsylvania System of School Assessment. Results: Data analyses were conducted through the use of four dichotomies for percent differences, which compared teacher administered pretests and posttests, pretests and the state administered PSSA, teacher administered posttests and the PSSA, and the participants’ PSSA and the average state PSSA score. All forty-five students performed at a below basic level during baseline and a proficient level on the posttest. The learned skills generalized to the PSSA with forty-three students earning a passing score of proficient, while two students advanced to basic. Conclusion: Based on the outcomes of this study, it is highly recommended that this program be utilized at least for students with learning and intellectual disabilities until further research can be done.

Keywords: teaching writing, state assessments, disabilities and writing, PSSA, graphic organizers
 GUIDED READING PROGRAMME FOR PRISONERS: AN OUTCOME-ORIENTED APPROACH

GUIDED READING PROGRAMME FOR PRISONERS: AN OUTCOME-ORIENTED APPROACH

Authors: Zeljka BAGARIĆ| Ministry of the Interior, General Police Directorate, Ljiljana MIKSAJ-TODOROVIĆ| University of Zagreb, Faculty of Education and Rehabi...
Year: 2015, Volume: 16, Number: 1
(37 downloads)
Abstract

As part of a more comprehensive pilot – study this paper deals with the verification of the first Guided Reading Programme conducted within the Croatian prison system, in the period from June 1st to September 1st, 2012. The subjects were adult male prisoners serving long-term sentences in a medium security prison. The results of the Verbal and Communication Skills, Transcendental Insight and Improving Reading Habits scales of two groups of prisoners were compared, at the initial and final measurement points of the programme. The first group participated in Programme activities (P group, N=8) in contrast with the second group which did not participate in the same activities of Programme (NP group, N=8), but agreed to complete the scales. All the prisoners participated voluntarily. The criteria for the selection of participants in both groups were: completion of four – year secondary school education, preserved cognitive functioning and intrinsic motivation. The data were analysed by the following non-parametric tests: Mann-Whitney test, Chi squared test and programs COCHCOX and METDIF1. Group P showed better results than group NP at the initial (p <r; 0.05 in 6 variables) and final points of measurement (p <r; 0.05 in 5 variables), which means that their statements were significantly more positive and healthier. Conclusively, the programme is useful for personal development of inmates and has a positive impact on their rehabilitation.

Keywords: programme, reading, inmates, prison system, verbal deficiency

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