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

DOES FATHER INVOLVEMENT INFLUENCE THE AFFECT, LANGUAGE ACQUISITION, SOCIAL ENGAGEMENT AND BEHAVIOR IN YOUNG AUTISTIC CHILDREN? AN EARLY INTERVENTION STUDY

DOES FATHER INVOLVEMENT INFLUENCE THE AFFECT, LANGUAGE ACQUISITION, SOCIAL ENGAGEMENT AND BEHAVIOR IN YOUNG AUTISTIC CHILDREN? AN EARLY INTERVENTION STUDY

Authors: Preeti Tabitha LOUIS| School of Social Sciences and Languages, Navin KUMAR| VIT University, Vellore, Tamil Nadu, India
Year: 2015, Volume: 16, Number: 1
(37 downloads)
Abstract

The present study adopts a randomized experimental design to evaluate the impact of a father-mediated therapy to improve the play skills, affect, language, social skills and behavior among 30 clinically diagnosed autistic children at the age of 3-5 years. Standardized inventories such as, The Play Based Observation (PBO), The Griffiths Mental Developmental Scales (GMDS), The Vineland Social Maturity Scale (VSMS) and the Rendel Shorts Questionnaire were administered pre and post intervention. A special program that involved fathers in the caregiving and nurturing processes of these children was designed and implemented for 6 months after which the children were reassessed. Prior to the intervention, deficits in play skills and developmental delays across expressive and receptive language were observed Scores on the Vineland Social Maturity Scale and the Rendel Shorts revealed behavioral markers. Post intervention, we noticed significant differences in the play, language acquisition, social engagement and behavior in the treatment group in comparison to the control group. The results suggested that father-mediated therapeutic involvement significantly has proven to positively foster development in young autistic children and this is an important implication for practitioners in developing early intervention programs.

Keywords: father-mediated intervention, disability, assessment, behavior
8TH INTERNATIONAL SCIENTIFIC CONFERENCE “SPECIAL EDUCATION AND REHABILITATION TODAY”

8TH INTERNATIONAL SCIENTIFIC CONFERENCE “SPECIAL EDUCATION AND REHABILITATION TODAY”

Authors: Maja FILIPOVSKA| Master of Arts in Special Needs Education and Rehabilitation, Skopje, Macedonia
Year: 2015, Volume: 16, Number: 1
(36 downloads)
Abstract

Traditionally, this year as well, during the period from 7th to 9th November 2014, the 8- th International scientific conference “Special education and rehabilitation today” at the Faculty of Special Education and Rehabilitation in Belgrade, Republic of Serbia,. During the three conference days, many papers were presented by reputable researchers and practitioners form Republic of Serbia, but also form the abroad countries Montenegro, Croatia, Bosnia and Herzegovina, Slovenia, Macedonia, Russia, Italy and Greece.

Keywords: null
3rd MEETING ON RARE DISEASE IN SOUTHEASTERN EUROPE

3rd MEETING ON RARE DISEASE IN SOUTHEASTERN EUROPE

Authors: Ana PETKOVSKA| Educational Counseling Centre Skopje, Macedonia
Year: 2015, Volume: 16, Number: 1
(36 downloads)
Abstract

On November 15th, 2014, at the Macedonian Academy of Science and Art (MANU), the third conference on rare diseases in Southeastern Europe was held. The conference was officially opened by Prof. Dr. Zoran Guchev who welcomed the participants and wished them successful work. The First Lady of the Republic of Macedonia, Mrs.Maja Ivanova had her welcomed speech, who is also the patron of the association for rare diseases ,,Life with Challenges“ and for two years in a row she was awarded the title of European honorary patron of the European Association for rare diseases EURORDIS from Brussels. With her inclusion in the community, Ivanova took a significant commitment in the field of rare diseases at nationaland European level. Ivanova called for support of the initiative to declare 2019 the European Year of rare diseases, when it will be the 20th anniversary since the adoption of the Regulation of the European Union for medical products for rare diseases and 10th since the recommendation of the European Council for more activities in the field of rare diseases.

Keywords: null
PROJECT REPORT "PROGRAM FOR FULL SOCIALIZATION OF CHILDREN WITH SPECIAL NEEDS INTO THEIR COMMUNITIES"

PROJECT REPORT "PROGRAM FOR FULL SOCIALIZATION OF CHILDREN WITH SPECIAL NEEDS INTO THEIR COMMUNITIES"

Authors: Jasmina TROSHANSKA| Macedonian Scientific Society for Autism Skopje, Republic of Macedonia
Year: 2015, Volume: 16, Number: 1
(35 downloads)
Abstract

Since February 2014, for time period of one year, in four municipalities in South-East Macedonia the project "Program for full socialization of children with special needs into their communities." is implemented. This project is funded by the European Instrument for Democracy and Human Rights, responding to the call for grants from 2012-2013, and implemented by the Apollonia Foundation Gevgelija as the lead organization and the Macedonian Scientific Society for Autism MSSA, as main partner. The total budget of the project "Program for full socialization of children with special needs into their communities" is 83.000€ of which 77.000€ are provided by the European Union through the EIDHR, and the contribution of the Apollonia Foundation is 6.000 €. The overall objective of the project is to increase the social integration and the development of children with special needs in four municipalities in the southeast region.

Keywords: null
ABILITY OF SELF-ADVOCACY OF PEOPLE WITH INTELLECTUAL DISABILITIES

ABILITY OF SELF-ADVOCACY OF PEOPLE WITH INTELLECTUAL DISABILITIES

Authors: Sashka TRAJKOVSKI| Institute of Special Education and Rehabilitation, Faculty of Philosophy, Skopje, R. Macedonia
Year: 2015, Volume: 16, Number: 1
(37 downloads)
Abstract

The master thesis is presented on 102 pages. The paper contains the following parts: Introduction, Theoretical part, Research, composed of Methodology of research, Analysis and interpretation of results, Discussion, Conclusions, Recommendations, Attachments and literature. The Introduction explains the concept of self-advocacy. The self-advocacy of people with intellectual disabilities represents a part of their personal identity. It includes the efforts of the individuals to speak and work on their behalf, to make decisions and to influence on situations regarding their life as well as to achieve the highest level of independency. The main goal of the selfadvocacy is developing the basic skills of persons with intellectual disability, improving the attitude of the community towards these people and making them equal members of their community with equal rights, possibilities and responsibilities. The Research section presents the influence on situations regarding their life as well as to achieve the highest level of independency. The main goal of the self-advocacy is developing the basic skills of persons with intellectual disability, improving the attitude of the community towards these people and making them equal members of their community with equal rights, possibilities and responsibilities, methodology of the research and defines the subject, the purpose and the character of the research, the goals, the hypothesis, the variables, the methods, the techniques and instruments, the sample, the statistical data processing, the place, the time, the organization and the course of the research. The subject of the research was the level of self-advocacy of persons with mild intellectual disability who live in a dormitory, the Center for education and rehabilitation “Ss. Naum Ohridski” - Skopje, and those who live with their families and attend the special schools “Idnina” and “Dr. Zlatan Sremec - Skopje” and “Maca Ovcharova” – Veles. The aim was to determine the connection between the living conditions as objective factors which determine the level of self-advocacy and the skills of self-advocacy. A structured interview was used as a technique and the data were statistically analyzed using ttest (statistical significance acceptance was p<0.05). The results indicate that the persons with mild intellectual disability who live with their families have better communication skills, higher ability for problem solving and they are more aware of their rights than those who live in a dormitory and were part of the research. Further, the results show persons with mild intellectual disability who live with their families have greater ability of self-advocacy than the persons living in dormitory. According to the results, we can conclude that the level of self-advocacy of people with intellectual disability is very low. A few of them are aware of their rights and they do not know how to enjoy their rights. This results point the need of more extensive education of the persons with intellectual disabilities, of those who are in constant touch with them and of the whole society, so that the persons with intellectual disability can be equal members in the society and enjoy the rights that the other people in our country enjoy.

Keywords: self-advocacy, persons with intellecttual disability, rights of persons with disabilities
JOURNAL OF SPECIAL EDUCATION AND REHABILITATION FROM SCIENTIFIC PERIPHERY TO RELEVANT SCIENTIFIC JOURNAL

JOURNAL OF SPECIAL EDUCATION AND REHABILITATION FROM SCIENTIFIC PERIPHERY TO RELEVANT SCIENTIFIC JOURNAL

Authors: Vladimir TRAJKOVSKI | Journal of Special Education and Rehabilitation Institute of Special Education and Rehabilitation, Faculty of Philosophy, Univer...
Year: 2015, Volume: 16, Number: 3
(36 downloads)
Abstract

This editorial describes the growth of the Journal of Special Education and Rehabilitation in the last 18 years since it began to be published. Although it began as a local and specialized, it managed to develop into an international and scientific and to attract a large number of authors from over 30 countries around the world. Currently, the journal is indexed in 65 databases worldwide. Macedonia is a tough periphery in the world of science. But, this does not prevent the journal to become more visible and significant in scientific areas that the field of special education and rehabilitation covers. In our country there are many factors that hinder the way for the creation of high quality scientific journal. These are discussed in detail in the paper. To reach higher relevance of the journal, a great dedication of the people working in the publish-ing offices is necessary. The editors of small journals of the region need to exchange their experiences. The editorial teams of smaller journals have to gather experi-ence from major journals. They need to put more effort into increasing the visibility of the journal online, and they can do this by sharing the labor of the social media. The competent Ministry of Education and Science should allo-cate a greater percentage of the gross domestic product for publishing as small journals could become more relevant in the world of science. The conclusion is that small journals may con-tribute in the world of science with relevant sci-entific information.

Keywords: Journal of Special Education and Rehabilitation, scientific periphery, scientific journal, quality of journal
KEY DRIVERS OF OPTIMAL SPECIAL EDUCATION NEEDS PROVISION: AN ENGLISH STUDY

KEY DRIVERS OF OPTIMAL SPECIAL EDUCATION NEEDS PROVISION: AN ENGLISH STUDY

Authors: Saneeya QURESHI| Institute for Social Innovation and Impact, The University of Northampton, United Kingdom
Year: 2015, Volume: 16, Number: 3
(36 downloads)
Abstract

Background: The aim of this paper is to argue that there are a number of key drivers for Special Educational Needs (SEN) provision that have to be met by Special Educational Needs Coordinators (SENCOs) and teaching professionals so as to ensure optimal provision and inclusion for children with SEN in mainstream primary schools. Although the research has been carried out in England, there is a significant European Dimension to the issue, as a similar role to that of SENCOs in respect of SEN management already exists in countries such as Finland and Ireland, and is being considered in Italy. Methods: This paper focuses on the data gathered for the purpose of the author’s doctoral research in England, through questionnaires and interviews with SENCOs, head teachers and teachers. Thematic analysis was used to explore key drivers of SEN provision by practitioners who support children with SEN. Results: Data illustrate that the key drivers of SEN provision include time; teacher openness to change; target setting; evidence of tried interventions; empowerment; decision-making and approachability. The implementation of such drivers depend largely on practitioner skills and competencies. Conclusion: The main conclusion within this paper is to develop points of reference for planning and practice, with illustrations of optimal provision by all practitioners who work with children with SEN.

Keywords: Special Education Needs, SEN, inclusion, mainstream, primary school, UK
SELF-ESTEEM OF DEAF AND HARD OF HEARING COMPARED WITH HEARING ADOLESCENTS IN SLOVENIA – THE CONTEXT OF SOCIAL AND COMMUNICATION FACTORS

SELF-ESTEEM OF DEAF AND HARD OF HEARING COMPARED WITH HEARING ADOLESCENTS IN SLOVENIA – THE CONTEXT OF SOCIAL AND COMMUNICATION FACTORS

Authors: Damjana KOGOVSEK| Faculty of Education, Department of Special Education and Rehabilitation University of Ljubljana, Slovenia
Year: 2015, Volume: 16, Number: 3
(37 downloads)
Abstract

Objective: The study focuses on the self-esteem of deaf and hard of hearing (D/HH) and hearing adolescents (HA) in Slovenia. The aim of this study is a comparison of self-esteem between D/HH and HA regarding the hearing status, age, gender, and the comparison among D/HH adolescents regarding communication and education settings. It is hypothesized that deaf and hard of hearing adolescents have lower self-esteem than their hearing peers. Methods: The final sample included 130 adolescents who were split into two groups with the method of equal pairs: 65 D/HH adolescents and 65 HA, which were established on the basis of gender, age, nationality, and educational programme of schooling. The phenomenon of self-esteem was measured with the Rosenberg Self-Esteem Scale, which was translated and adapted into the Slovenian Sign Language (SSL). Results: The results show significant differrences in self-esteem between D/HH and HA adolescents. D/HH adolescents have, on average, lower self-esteem than HA. There are differences in self-esteem regarding gender and also regarding ages of 16 and of 20. D/HH adolescents who use speech or sign language in their communication have higher self-esteem than those who use mostly sign language. D/HH adolescents in mainstream schools have higher self-esteem than those included into a segregated form of schooling. Discussion: There are differences among adolescents in how they view themselves. Self-esteem can be a significant predictor of life satisfaction. Conclusion: D/HH adolescents experience lower self-esteem when compared with HA peers.

Keywords: self-esteem, deaf and hard of hearing adolescents, hearing adolescents
DYNAMICS OF THE COMPELEX FORMS OF VISUAL PERCEPTION IN CHILDREN OF PRE-SCHOOL AGE (A NEUROPSYCHOLOGICAL ANALYSIS)

DYNAMICS OF THE COMPELEX FORMS OF VISUAL PERCEPTION IN CHILDREN OF PRE-SCHOOL AGE (A NEUROPSYCHOLOGICAL ANALYSIS)

Authors: Neli VASILEVA| Sofia University "Ss. Kliment Ohridski" Sofia, Bulgaria
Year: 2015, Volume: 16, Number: 3
(36 downloads)
Abstract

Introduction: Experimental data in preschool aged children proves the determining role of the auditory and visual processes for future reading skills, therefore the investigation of complex forms of visual perception in this age period is diagnostically important. Objectives: Basic aim of the research is assessment of the sensitive period for the non-verbal perceptive operations in pre-school aged children, and determination of subgroup with low results for non-verbal perception. Methods: The dynamics of the visual per-ception (visual gnosis) in typically develop¬ing children were tested with an adapted version of the Poppelreuter-Ghent Test for figure-ground segregation. The total number of overlapping objects is 33, grouped accor¬ding to the level of difficulty. The children are given a group of objects separately in a following sequence and they should segregate and name the objects. Results: A number of 365 typically developing children without diagnosis of visual disorders and without corrected visus took part in the research. All children, aged 4, 5, and 6 from three different settlements attend state nursery schools and have Bulgarian as a mother tongue. A three-factor dispersion analysis was held to define the statistical significance of the independent factors age, gender and settlement. The research’s data define the 5 year olds as sensitive about the dynamics of the complex forms of visual perception, compared to the four year old children (p<0.000009) and the six year old children (p<0.001650). The influence of the demographic factor is engaged with the significantly better results of the children from the big town compared to the capital (p<0.000926) and small town (p<0.000700). The influence of the gender as a factor is due to the better functioning of the non-verbal perceptive operations in the females (F = 1,346, p<0.019). According to the additional analysis, 25% of the children at the age of six demonstrate a low rating of the complex forms of non-verbal visual gnosis that could be reviewed as risk for developing dyslexia. Conclusion: In the age period 4 – 6, there is a process of dynamic maturation of the right-hemispheric structures of the ventral visual system, leading to substantial improvement of the abilities for discrimination of objects in visual crowding. Poppelreuter’s test allows an objective assessment of the state of the non-verbal perceptive abilities in pre-school age and could be used in the diagnostics of predictors for dyslexia.

Keywords: visual gnosis in complex environ¬ment, Poppelreuter-Ghent Test, figure-ground segregation, dorsal and ventral visual path¬ways, preschool age, developmental dyslexia
SELF-REGULATION IN CHILDREN WITH INTELLECTUAL DISABILITY

SELF-REGULATION IN CHILDREN WITH INTELLECTUAL DISABILITY

Authors: Haris MEMISEVIC| Herzegovina University, Mostar, Bosnia and Herzegovina Center for education and rehabilitation Mjedenica, Sarajevo, Bosnia and Herzeg...
Year: 2015, Volume: 16, Number: 3
(35 downloads)
Abstract

Background:Self-regulation is an important executive function responsible for the control of emotions, behaviors and inner processes. It is related to the academic success of the children as well as to their cognitive and social development. Children with intellectual disability are reported to have significant deficits in self-regulation skills. Objective:The goal of this study was to examine self-regulation skills in children with mild intellectual disability. The additional goals were to examine selfregulation in relation to the child’s gender and to examine the relationship between age and self-regulation. Method:The sample for this study comprised 42 children with mild intellectual disability, aged 7 to 15. There were 22 boys and 20 girls. Self-regulation was assessed with the Behavior Rating Inventory of Executive Function (BRIEF). Results:The results indicated that 10 children or 23.8% had clinically significant deficit in self-regulation skills. Self-regulation skills in this sample were significantly lower as compared to the normative sample. Boys had better self-regulation skills than the girls in this sample. Self-regulation skills were improving with age for this sample of participants. Conclusion: Given the fact that these skills can be improved, it is suggested that educational institutions should give more attention to the development of executive functions at school age. Educational institutions should consider incorporating the training of executive functions into their curriculums.

Keywords: self-regulation, executive function, mild intellectual disability
EXPLORATORY STUDY: STRESS, COPING AND SUPPORT AMONG PARENTS OF CHILDREN WITH AUTISM SPECTRUM DISORDERS

EXPLORATORY STUDY: STRESS, COPING AND SUPPORT AMONG PARENTS OF CHILDREN WITH AUTISM SPECTRUM DISORDERS

Authors: Meri NOLCHEVA| Unemploded special educator, Skopje, Macedonia, Vladimir TRAJKOVSKI| University “Ss. Cyril and Methodius”, Faculty of Philosophy, Insti...
Year: 2015, Volume: 16, Number: 3
(35 downloads)
Abstract

Introduction:Each year more families are confronted with unique challenges related to raising a child with ASD. Parenting stress is a significant aspect of fulfilling the role as a parent, and having a child with ASD greatly influences the experienced stress. The literature review indicates that parenting stress is inversely proportional to family support and coping mechanisms. Aim:Appraising the stress level among parents of children with ASD, the coping mechanisms and the level of family support, in comparison with parents of children diagnosed with ID. Method:A group of parents of children with ASD (N=35) and a second group of children with ID (N=35) completed four questionnnaires: PSI-SF, Brief COPE, FSS and demographic questionnaire. The data was analyzed using t-test for comparison, Chi-square test for comparing frequency distributions and Pearson coefficient for correlation, with p<r;0.05 level of significance. Results:Parenting stress did not differ between the two groups. The coping mechanisms used by the parents of children with ASD showed that increased usage of distraction (r=0.469) and disengagement (r=0.567) increased the level of parenting stress. Family support (r=-0.415) is a key buffer and coping mechanism for managing the stress in parents of children with ASD. Conclusion:There are no differences in the level of stress, coping mechanisms and the level of support comparing parents of children with ASD and ID.

Keywords: autism spectrum disorder, intellectual disability, parenting stress, coping mechanisms, family support
CLINICAL SIGNIFICANCE OF IMMUNE IMBALANCE AND AUTOIMMUNITY IN NERVOUS SYSTEM DISORDERS (NSDs)

CLINICAL SIGNIFICANCE OF IMMUNE IMBALANCE AND AUTOIMMUNITY IN NERVOUS SYSTEM DISORDERS (NSDs)

Authors: Vijendra K. SINGH| Neuro-Immune Biotechnology Solutions (NIBS) Bellingam, USA
Year: 2015, Volume: 16, Number: 3
(34 downloads)
Abstract

In recent years, the role of immune imbalance and autoimmunity has been experimentally demonstrated in nervous system disorders (NSDs) that include Alzheimer’s disease, autism, obsessive-compulsive disorder (OCD), tics and Tourette’s syndrome, schizophrenia, and some other NSDs. And yet, these NSDs are never counted as autoimmune diseases. Deriving from the rapidly expanding knowledge of neuro-immunology and auto-immune diseases, for example multiple scle-rosis (MS), the author of this mini-review strongly recommends that these NSDs should be included while tallying the number of autoimmune diseases. This effort will help create an updated global database of all autoimmune diseases as well as it should help treat millions of patients who are suffering from debilitating NSDs for which there is no known cure or treatment currently.

Keywords: CNS disorders, autoimmune diseases, neuro-immune diseases
15 YEARS FROM THE FORMING OF THE MACEDONIAN SCIENTIFIC SOCIETY FOR AUTISM

15 YEARS FROM THE FORMING OF THE MACEDONIAN SCIENTIFIC SOCIETY FOR AUTISM

Authors: Philip JURTOSKI| Macedonian Scientific Society for Autism, Skopje, Macedonia
Year: 2015, Volume: 16, Number: 3
(36 downloads)
Abstract

15 years ago, on 22 May, 2000, the Mace-donian Scientific Society for Autism (MSSA) was established. From that day until today MSSA has left a huge impact in the field of raising the public awareness, providing assistance to parents and children with autism, formation of public opinion about the autism issues, making a huge contribution, especially in terms of the science of autism. In few words, MSSA has left a mark not only in Macedonia, but also in many countries in the region and with its constant, hard-wor-king and scientifically underpinned practice.

Keywords: null
LECTURE FOR REATTACH: INTRODUCTION OF A NEW SCHEMA THERAPY BY PAULA WEERKAMP - BARTHOLOMEUS

LECTURE FOR REATTACH: INTRODUCTION OF A NEW SCHEMA THERAPY BY PAULA WEERKAMP - BARTHOLOMEUS

Authors: Philip JURTOSKI| Macedonian Scientific Society for Autism, Skopje, Macedonia
Year: 2015, Volume: 16, Number: 3
(35 downloads)
Abstract

A lecture with topic "Reattach: introduction of a new schema therapy" was held on September 14, 2015 at the Faculty of Philo-sophy. It was organized under the auspices of The Macedonian Scientific Society for Autism. The lecture started at 10 am with the presen-tation by the President of MSSA Dr. Vladimir Trajkovski, who warmly welcomed the guests. There were 50 participants among which parents, professionals from different areas and students. He introduced the presenter Dr. Paula Weerkamp - Bartholomeus, who is a school psychologist.

Keywords: null
THE MACEDONIAN SCIENTIFIC SOCIETY FOR AUTISM ON FIRST MEETING AT THE UNIVERSITY OF NORTHAMPTON IN ENGLAND, AS PART OF THE PROJECT "EQUALITY AND SOCIAL INCLUSION THROUGH POSITIVE PARENTING"

THE MACEDONIAN SCIENTIFIC SOCIETY FOR AUTISM ON FIRST MEETING AT THE UNIVERSITY OF NORTHAMPTON IN ENGLAND, AS PART OF THE PROJECT "EQUALITY AND SOCIAL INCLUSION THROUGH POSITIVE PARENTING"

Authors: Jasmina TROSHANSKA| Macedonian Scientific Society for Autism Faculty of Philosophy Skopje, Republic Macedonia
Year: 2015, Volume: 16, Number: 3
(34 downloads)
Abstract

Between 28 and 30 September 2015, Prof. Dr. Vladimir Trajkovski (President of Macedonia Scientific Society for Autism) and Jasmina Troshanska MA (Vice-president of the Society) visited the University of Northampton in England. This was in order to attend the project "Equality and Social Inclusion through Positive Parenting (ESIPP). This project is intended to create a scientifically-proven model for providing training for parents of children with autism at the European level.

Keywords: null

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