The journal Special Education and Rehabilitation publishes papers in Serbian and English language from all areas of special education and rehabilitation and tangential scientific disciplines that deal with disabilities and disorders in development. In a special cases, journal publishes papers what are not in direct correlation with special education and rehabilitation, but are from filed of fundamental or applied scientific researches of children with typical development and its results can provide better understanding of developmental delays of children and adults with developmental disabilities. The journal is in the "Open Access" system. Key words: learning difficulties; speech and language disorders; autism; intellectual disability; disturbances and disorders of motor functioning; visual disturbances and disorders; hearing impairments and disorders; disturbances and disorders of sensorimotor functioning; developmental disabilities and disorders; prevention and treatment of behavioral disorders; psychology of disability; disabilities and writing disorders; disabilities and reading disorders; computing disabilities and disorders; chronic diseases in the social context; didactic-methodical specifics and adaptation of working with children, students and adults with developmental difficulties and disabilities; burnout syndrome in special education and rehabilitation; early intervention; family of children and persons with developmental disabilities and disabilities; adaptive physical activities and sports for persons with developmental disorders and disabilities; quality of life; self-care skills.
University of Belgrade - Faculty of Special Education and Rehabilitation, Belgrade
Self-archiving policy.
Encouraging children's motivation for foreign language learning in an inclusive educational context
Introduction. Developmentally sensitive approaches underscore that motivation cannot be examined in isolation from the educational environment, but should instead be understood as emerging from the interaction among learners, teachers, and the broader social context in which learning occurs. Aim. This review aims to examine, through qualitative analysis of relevant empirical and theoretical review studies, the strategies, practices, and contextual conditions that foster motivation for foreign language learning among preschool and early elementary school children, with a particular emphasis on inclusive educational environments. Method. A systematic content analysis was conducted of eleven studies published between 2012 and 2025, representing diverse methodological approaches, including qualitative, quantitative, mixed-methods, experimental, and longitudinal designs, across preschool, primary, and inclusive educational contexts. Results. The results indicate that, in early childhood, motivation is predominantly intrinsic and affectively grounded, and is most strongly expressed when instruction is organized through interactive, play-based, and experiential activities that foster active participation, social interaction, and a positive emotional learning experience. The findings further demonstrate that motivation is dynamic in nature and is significantly influenced by the level of teacher support, the presence of an emotionally safe classroom climate, and the quality of feedback, as well as by the development of learners’ self-concept. Conclusion. Digitally supported and multisensory approaches may enhance curiosity and sustained engagement when they are meaningfully integrated into instructional practice. In inclusive educational contexts, accessibility, clear instructional structure, visual support, and differentiated modes of participation emerge as key conditions for sustaining children’s motivation over time.
Copyright (c) 2026 Specijalna edukacija i rehabilitacija
Teacher's identification of students with reading difficulties in the upper grades of elementary school
Introduction. Teachers play a key role in detecting students with reading difficulties, yet identifying older elementary students who mainly read silently remains challenging. Traditional fluency assessments focus on oral reading and do not fully capture reading efficiency—the integration of fluent, automatic decoding and real-time comprehension. This study develops and provides initial validity evidence for the Speed Reading Test (SRT), a silent-reading measure of reading efficiency, and examines its links to comprehension and academic outcomes. Aim. To provide initial validity evidence for the SRT as a silent-reading measure of reading efficiency and examine its associations with teacher-rated reading ability, language background, prior additional professional support (APS), and grades in key subjects. Methods. The sample comprised 1.315 students (653 fifth- and 662 eighth-graders) from 17 Slovenian primary schools. Data included gender, first language, APS history, teacher-rated reading, and final grades. The 25-item timed SRT was administered alongside reading comprehension, vocabulary, and syntax tests. Independent-samples t-tests and Pearson correlations examined subgroup differences and associations with achievement. SRT cut-offs were determined by comparison with comprehension scores. Results. Girls outperformed boys, with the gap widening by Grade 8. Students from non-Slovene-speaking homes and those with APS scored significantly lower on the SRT. The SRT correlated strongly with teacher-rated reading (r ≈ .63) and moderately with school grades (r = .45–.57, p < .01). A 20th-percentile cut-off helped identify students at potential risk of poor comprehension. Conclusions. The SRT is a practical classroom tool for identifying upper-grade students whose silent-reading difficulties hinder achievement. Combined with teacher observations, it supports timely, data-informed instruction and progress monitoring.
Measurement characteristics and convergent validity of temporally modulated Gap–Overlap task versions: Evidence from an Eye-Tracking study in adolescents
Introduction. Although the gap–overlap paradigm is widely used in eye-tracking research to investigate visual attention disengagement, methodological heterogeneity limits comparability across studies. Aim. This study aimed to examine the measurement characteristics and convergent validity of the two most commonly used versions of the gap–overlap task, and to evaluate the sensitivity and robustness of selected eye-movement and fixation-based indicators across experimental conditions. Methods. A quantitative, non-experimental design was employed in a normative sample of typically developing adolescents (N = 53; M = 13.98; SD = 0.93). Disengagement of visual attention was assessed using both longer and shorter versions of the gap–overlap task, with eye movements recorded by a Tobii Pro Nano eye tracker. Analysed indicators included performance level, temporal and fixation-based measures, and spatial gaze dispersion indices defined by distance percentiles under baseline (no-gap), gap, and overlap conditions. Results. The results showed moderate to very strong convergence between the longer and shorter task versions for most indicators. A robust gap effect was observed in both versions, with the shortest mean saccadic reaction times in the gap condition. Fixation-based and spatial gaze dispersion indices showed consistently high convergence across all experimental conditions, whereas temporal indicators showed greater variability, with weak convergence for mean saccadic reaction time in the overlap condition. Conclusion. Shortened gap–overlap tasks can provide valid estimates of visual attention disengagement when robust measurement indicators are used. Fixation-based and spatial dispersion metrics show strong convergent validity across task versions, supporting their use in developmental and applied research.
Porodične karakteristike korisnika usluge smeštaja u ustanovi za vaspitanje dece i omladine
Introduction. Family plays a crucial role in a child’s development. Different family circumstances, interactions, attitudes, and behaviors shape a child's life. Previous research suggests that the family environment of children who are in residential care within the social welfare system is characterized by a large number of risk factors and functioning problems. Objective. The objective of this research was to determine certain family characteristics of users placed in an institution for the education of children and youth. The paper examines the differences in family characteristics between those referred by the decision of the Social Services Agency and those on educational measure. Methods. The current research included users of the Institute for the Education of Children and Youth in Belgrade admitted in the period 2020–2024. The sample consisted of 55 children and youth aged 12–20 years, both boys and girls. The data was collected through the analysis of case records, using an instrument that was specifically constructed for this research. Results. Children and youth admitted to the educational institution come from families characterized by low socioeconomic status (50.9%), child maltreatment (61.8%), and pronounced problems of parents (67.3%). The two categories differ significantly in terms of the type of placement prior to admission to the institution and exposure to maltreatment in the family of origin. Conclusion. The results of the research suggest that treatment programs in educational institutions should focus more on interventions and support services for the families of children and youth admitted.
Jačanje kapaciteta porodica kroz program WHO Caregiver Skills Training (CST): iskustva iz Srbije
Introduction. The WHO Caregiver Skills Training (CST) program, developed in collaboration between the WHO and the Autism Speaks organization, is based on the principles of positive parenting, developmental-behavioral strategies, and learning in natural contexts. International studies from India, Ethiopia, Hong Kong, and other countries confirm its effectiveness in improving communication, social interaction, and adaptive behavior of children, as well as in strengthening parental competence and well-being. Aim. The aim of this study was to examine the perceived effects of the WHO Caregiver Skills Training (CST) program in Serbia from the perspective of parents who participated in group workshops and home visits during the national pilot implementation. Method. The sample included 32 parents of children aged 2 to 7 years with developmental delays and autism spectrum disorders. Data were collected through an online questionnaire comprising three domains: caregiver skills and behaviors, child development and behavior, and caregiver well-being, complemented by qualitative comments gathered during evaluation interviews. Results. Findings indicate that parents highly value the usefulness of the program, particularly its applicability to everyday routines, improved communication with their children, and increased confidence in the caregiving role. Most parents (87%) reported enhanced child interaction and reduced challenging behaviors, while 75% observed improvements in daily family routines. A notable reduction in feelings of helplessness and isolation was also reported. Conclusion. The results align with international studies and confirm the effectiveness of CST in enhancing early development and strengthening caregiver competence. The study concludes that CST is culturally adaptable and sustainable in the Serbian context, with the potential to become an integral part of the national early intervention system.
Parental satisfaction with speech and language therapy: a comparison of teletherapy and face-to-face delivery
Introduction. During the COVID-19 pandemic in 2020, when strict lockdown measures disrupted the traditional delivery of rehabilitation services, online therapy (teletherapy) became the primary mode of service provision. Over time, a number of advantages associated with online therapy became evident. Objectives. The aim of this study was to examine whether parental satisfaction with speech and language therapy differs depending on the mode of delivery - online or face-to-face - and whether satisfaction with teletherapy is related to the child's age and diagnosis. Methods. The sample included 77 parents of children receiving speech and language therapy (age range: 2;06–14;11) with a range of diagnoses including Developmental Language Disorder, Autism Spectrum Disorder, and others. Data were collected using an anonymous questionnaire comprising 12 statements assessing satisfaction with each mode of therapy delivery (α = .71). Results and Conclusion. The findings indicated that online therapy was rated positively by the majority of respondents, with 94.8% reporting overall satisfaction. A statistically significant difference in satisfaction was found across therapy delivery modes (χ²(2) = 23.66, p < .001, η² = .29), with participants attending exclusively online therapy reporting the highest satisfaction scores. Significant positive correlations were found between satisfaction and both the duration (r = .41, p < .001) and frequency (r = .66, p < .001) of teletherapy attendance. No statistically significant differences were found with respect to the child's age (r = .12, p = .298) or diagnostic group (χ²(2) = 0.66, p = .720). Given the exploratory nature and methodological limitations of the study, findings should be interpreted with caution.
Factor structure of the Scale of behavioral problems in children and youth with intellectual and co-occurring disabilities
Introduction. Children and youth with intellectual and co-occurring disabilities are at a high risk of developing behavioral problems. The study was part of the institutional project POINT (Frequency of Certain Behavioral Problems in Children and Youth with Intellectual and Co-occurring Disabilities) at the Faculty of Educational Sciences of Juraj Dobrila University of Pula, Croatia. Objectives. The aim was to identify the key latent dimensions of the Scale of Behavioral Problems in Children and Youth with Intellectual and Co-occurring Disabilities developed within the project. Methods. 127 children and young people from the School for Training and Education – Pula participated in the study. An exploratory factor analysis was performed. Results. The analysis revealed that the underlying structure of behavioral problems in this group includes five distinct factors, which can be seen as subscales. Conclusion. This study contributes to validating the measuring instrument and provides insights into the frequency and function of behavioral problems in children and youth with intellectual disabilities. This understanding can help in developing comprehensive and efficient treatment models and identifying and addressing risk factors for these behavioral problems.
Career readiness in deaf and hard-of-hearing high school students in special education
Introduction. A successful career is one of the key factors that ensure meaningful social integration for people with disabilities. Considering that career choices are made by adolescents immediately after graduation from high school, it is vital that special schools’ career guidance programs effectively address typical challenges for each type of disability. Objectives. The aim of this study was to examine career readiness in deaf and hard-of-hearing (DHH) high school students educated in special schools in Russia and reveal gaps and specific challenges that could be addressed through tailored guidance programs. Methods. Two studies on career readiness were conducted, involving a total of 410 participants, including DHH high school students (N = 205) and high school students without hearing impairment (N = 205). Results. Findings indicated statistically reliable differences in career readiness, intensity of career preferences, and range of professional domains of interest between DHH students and their hearing peers. Qualitative results supported earlier observations about the vulnerable position of young DHH people in making career choices. Conclusion. The identified challenges in career readiness among DHH high school students allowed us to justify urgent directions for their career guidance, including self-awareness, awareness of professional domain and labor market, and the ability to align individual health issues with occupational demands.
Professionals’ perspectives on early intervention in Croatia: Comparing home - and - center based service quality
Introduction. Early intervention (EI) services play a crucial role in supporting children at risk of developmental difficulties and their families. In Croatia, EI can be delivered either at home or in specialized centers, yet little is known about how professionals perceive the quality of these service models. Objectives. This study examined professionals’ perceptions of EI service quality, comparing home- and center-based provision, and explored whether perceptions varied according to professional experience, education, and frequency of service delivery. Methods. Sixty-seven professionals from across Croatia (91% female; median age = 32 years) participated. Median professional experience was 13 years, with 6 years in early intervention. Perceptions were assessed using an adapted Croatian version of the Inventory of Quality in Early Intervention Centres. Paired-samples t-tests compared home- and center-based ratings; regression analyses explored predictors of differences. Results: Overall quality ratings were significantly higher for home-based services (M = 3.9, SD = 0.54) than for center-based services (M = 3.6, SD = 0.30; p = .006, Cohen’s dz = 0.36). The largest differences favored home provision in child and family engagement, collaboration with families, and parental competences (all p < .001). Professional experience and postgraduate specialization were not significant predictors, whereas frequency of home-based provision was (B = 0.154, p= .037). Conclusion. Professionals perceived home-based early intervention as higher in quality, particularly in fostering collaboration and family engagement. Greater exposure to home-based practice enhanced recognition of its benefits, underscoring the need to expand family-centered, home-based early intervention services within Croatia’s social welfare system.
Verbal fluency performance across different neurological disorders: a preliminary investigation
Introduction. Language disorders can arise as a consequence of various neurological conditions, affecting communication and cognitive functioning. Aim. The aim of this study was to compare verbal fluency in individuals with different neurological disorders. Method. The sample consisted of 45 participants divided into three clinical groups according to the etiology: 15 post-stroke patients, 15 individuals with traumatic brain injury, and 15 patients with multiple sclerosis. The control group comprised 16 neurologically healthy participants. Phonemic and semantic verbal fluency tasks were administered. Results. Results indicated statistically significant differences in both phonemic and semantic fluency between each clinical group and the control group. Stroke patients demonstrated significantly lower performance on both phonemic and semantic fluency tasks compared to those with traumatic brain injury and multiple sclerosis. Conclusion. All three clinical groups with neurological disorders showed reduced verbal fluency abilities compared to healthy controls. These findings suggest that verbal fluency is frequently impaired across neurological disorders of different etiologies, regardless of clinical presentation.
Challenges in the application of didactic-methodical procedures in inclusive teaching
Introductions. Numerous factors are associated with the successful implementation of educational inclusion, and educators need to provide adequate support to students with disabilities while dealing with many challenges along the way. Aim. The aim of this research was to determine the relationship between work experience, attitude towards inclusion, perceived institutional support, self-assessed professional competences, job stress, and job satisfaction with the implementation of adequate didactic-methodical procedures in the inclusive work environment. Methodology. The study included 309 primary school teachers from various parts of Croatia who had experience educating students with disabilities, with 181 of them teaching students with disabilities at the time. For the purpose of the research, a questionnaire was designed and used to gather participants’ basic socio-demographic data, their assessment of inclusive educational practices (adjustment of didactic-methodical procedures in the classroom), institutional support, perceived competence for working with students with disabilities, attitudes towards inclusion, their job stress, and job satisfaction. Results. The statistical analysis of the gathered data revealed that the selected variables accounted for 25.4% of the variance in the application of adequate didactic-methodical procedures in inclusive classrooms. Self-assessed professional competence and job satisfaction were identified as significant positive predictors. Although perceived institutional support and attitudes towards inclusion were significantly positively correlated with the use of adequate didactic-methodical procedures, they were not significant predictors in the regression model. Conclusion. Findings of this research make a significant contribution to understanding factors influencing working in an inclusive environment in Croatian schools beyond teachers’ attitudes towards inclusion, which are most frequently researched.
Insights into families of children with selective mutism
Introduction. Selective mutism (SM) is an anxiety disorder marked by persistent failure to speak in specific social situations despite normal speech in others. Research suggests a multifactorial aetiology involving temperament, genetic, neurodevelopmental, and environmental influences, with families playing a significant role. Aim. This study examined parental personality traits and family environmental factors in 30 mothers of children with SM. Method. Data were collected using a structured questionnaire and the IPIP-NEO-120 inventory. Results. Parents most often described themselves in childhood as quiet, shy, or withdrawn, traits commonly observed in their children. On the personality scale, they scored highest on agreeableness and conscientiousness and lowest on neuroticism. Families were described as sociable but primarily within close family circles. Nearly three-quarters of children had experienced at least one environmental risk factor, most often relocation. Conclusion. Findings highlight the importance of familial characteristics in understanding SM and suggest implications for targeted support and intervention.
Delotvorni programi tretmana za adolescente u sukobu sa zakonom i osvrt na Multisistemsku terapiju
Introduction. The ineffectiveness of some of the widespread interventions for juvenile offenders, alongside the deleterious consequences of youth violence, underscores the need for professionals to rely on scientifically proven interventions in working with these youth. Aims. The present review highlights the importance of evidence-based practice in treating juvenile offenders. We also explored the current situation in Serbia, offering a critical perspective on existing treatment practices, but also recommendations for decision-makers, researchers, and practitioners. Methods. The results of systematic literature reviews and other studies in this field were analyzed and narratively systematized. Results. Research consistently points to multimodal approaches and family therapy as the most effective options, while commonly advocated for methods such as diversion, educational programs, restorative justice, scare tactics, and intensive probation often fail to achieve behavioral change. Multisystemic therapy stands out as one of the most effective and well-documented models. Conclusion. Strengthening the link between science and practice, through adherence to evidence-based principles and the establishment of a transparent system for monitoring treatment process and effects, is emphasized as essential.
Copyright (c) 2025 Specijalna edukacija i rehabilitacija
Razumevanje i produkcija imenica i glagola kod dece govornika srpskog jezika
Introduction. Comprehension and production of nouns and verbs play a key role in children’s further language acquisition, as they are among the first words in their vocabulary and serve as indicators of their development. Although they are among the frequently examined categories in languages around the world, they continue to attract attention today due to their importance in identifying phenomena and shapes in a child’s experience and development. Aim. The paper presents the results of a study on the comprehension and production of nouns and verbs in Serbian-speaking preschool children. Method. The effects of word class, gender, socioeconomic factors, and lexical category on the understanding and production of one word were tested in 523 preschool-age participants using toys and picture books. Results. The results are consistent with previously established patterns and tendencies: girls had better results than boys; higher education of parents, a greater economic development of the region, and smaller differences between the local dialect and the standard language all had a positive influence on language acquisition; and competence was better for nouns than for verbs. Conclusion. Further research should focus on analyzing less frequent nouns and verbs in order to avoid the ceiling effect, as well as on a more consistent balancing of stimulus features, particularly concreteness and abstractness (by choosing abstract nouns).
Obrazovni profil zaposlenih u službi za tretman u zatvorima u Srbiji
Introduction. The treatment of convicted persons serving a prison sentence includes a series of activities that are carried out with the aim of their resocialization and reintegration into the social community. In addition to the many prerequisites that must be met regarding the conditions of prison life, for the treatment to be effective, it must be implemented by officers who possess adequate knowledge and skills for working with convicted persons. Objective. The objective of the research was to determine the characteristics of treatment officers related to their formal education, and to indicate the necessity of adequately selecting professional personnel who will work in penal institutions. Methods. The sample consisted of 43 treatment officers from penitentiaries in Sremska Mitrovica (39.5%), Požarevac (34.9%), and Niš (25.6%). There were 27 women (62.8%) and 16 men (37.2%) in the sample. Results. Research findings indicate that employees significantly more often had formal education to perform the duties of treatment officers (83.7%), and that within the employee structure, special educators (37.2%) were dominant. Significant differences in formal education were not detected in relation to whether the treatment officers were engaged in the department for personality testing or the department for the implementation of treatment, or according to the prison where they worked. Worthy of attention is the finding that only psychologists were present in all three prisons. Conclusion. Although the structure of employees in relation to formal education is favorable, it is important to invest additional efforts in order to have a diverse structure of treatment officers in Serbian prisons. In this way, each of them, from the domain of their expertise, and in accordance with the needs of convicted persons, could contribute to the fulfillment of the purpose of serving the prison sentence.
Doprinos različitih komponenata fonološke svesnosti ranom čitanju
Introduction. Phonological awareness has proved to be one of the fundamental skills underlying the development and acquisition of reading ability in various languages, including those with transparent orthography such as Serbian. In this context, it is assumed that insufficiently developed phonological awareness limits the development of reading skills. Objective. The aim of this study is to examine the relationship between different components of phonological awareness and early reading in typically developing children. Method. The sample included 91 children who were tested twice: first during the preschool period, when various components of phonological awareness were assessed (12 tasks), and second at the end of the first grade, when reading (speed, accuracy, and comprehension) was assessed. Results. The results of the canonical correlation analysis showed the existence of three significant functions that connect phonological awareness in the preschool period with reading skills in the first grade: the first function links developed basic phonological skills (synthesis and segmentation of syllables and phonemes, sensitivity to rhyme) with accurate reading; the second function shows a relationship between more complex phonological skills such as phoneme manipulation, word segmentation, and rhyme production with better reading comprehension and faster reading; while the third function indicates a connection between phoneme manipulation skills and both reading speed and accuracy. Conclusion. The findings of this study point to the need to create and apply programs that support the development of specific components of phonological awareness before formal reading instruction, in order to improve the acquisition of various aspects of reading and to prevent reading difficulties.
Auditory pitch discrimination in a simple melodic structure in children with autism spectrum disorder
Introduction. It is suggested that individuals with autism spectrum disorder (ASD) exhibit specific auditory characteristics, such as superior pitch discrimination and increased responsiveness to musical melodies. Objectives. The aim of this research was to determine differences in auditory discrimination of high - and low-pitch melodies in children with ASD. Methods. Auditory pitch discrimination in a simple melodic structure was examined in a sample of thirty children with ASD, aged 7 to 18 years. This ability was tested using an instrument developed for the purposes of this study, which serves as a basis for examining auditory pitch discrimination in melodies in children with ASD. Results. The results of the research indicate that there are differences in the ability to discriminate pitch in a simple melodic structure, with better discrimination of melodies in higher pitch ranges compared to low-pitched melodies (Z = –2.44, p = .015). Autism severity was associated with auditory discrimination of the high-pitch melody, with response quality declining as severity increased (U = 40.50, Z = -2.36, p = .018). Results suggest that children with ASD who demonstrate musical talent exhibit better auditory discrimination (high-pitch: p = .037; low-pitch: p = .035). Age was not associated with the quality of melody pitch discrimination in this sample. Conclusion. The findings highlight the importance of strengthening theoretical knowledge and designing practical approaches that foster the special abilities and overall development of children with ASD.
The sexual self-esteem inventory - short form (SSEI-SF): factor structure of the scale for the Portuguese population
Introduction. Sexuality plays a pivotal role in human life, shaping individuals’ perceptions and practices, known as sexual self-esteem, which significantly influences attitudes and behaviours. Aim. This study aimed to examine the factor structure and reliability of the Sexual Self-Esteem Inventory (SSEI) in its abbreviated form for the Portuguese population, considering five distinct aspects: Skill/Experience, Attractiveness, Control, Moral Judgment, and Adaptiveness. Method. A cross-sectional, quantitative, comparative, and correlational study with a quasi-experimental design was conducted. A total of 901 individuals aged 18 to 39 years (M = 25.52, SD = 6.27), predominantly female (67.8%), participated in the study. The factor structure was analysed via exploratory factor analysis, and instrument reliability was assessed using Cronbach’s alpha. Results. The exploratory factor analysis yielded 24 items organized into four factors - Emotional Readiness, Competence and Experience, Attractiveness, and Adaptiveness - explaining 51.99% of the total variance. All factors exhibited good internal consistency. Conclusion. Thus, the inventory demonstrated adequate factor structure and reliability and is deemed suitable for assessing self-perceptions regarding sexuality across four dimensions in a Portuguese sample.
Samoefikasnost majki dece sa oštećenjem vida predškolskog uzrasta
Introduction. Maternal self-efficacy refers to a mother's belief in her ability to effectively meet the demands of the parental role and positively influence her child's development. Objective. The aim of this study is to examine the relationship between maternal self-efficacy among mothers of children with visual impairments and various sociodemographic characteristics (age, level of education, marital status, and employment status). Method. The sample consisted of 42 mothers of preschool-aged children with visual impairments and multiple disabilities who were enrolled in early intervention programs. Data were collected using the Early Intervention Parenting Self-Efficacy Scale (EIPSES). Results. Employment emerged as a significant factor in the self-efficacy of mothers of children with visual impairments and multiple disabilities. Employed mothers demonstrated a higher level of confidence in their ability to meet the demands of the parental role (p = .001), and simultaneously had higher expectations from support professionals (p = .006). No statistically significant relationship was found between perceived maternal self-efficacy and age, marital status, or level of education. Conclusion. Future research on the self-efficacy of parents of children with visual impairments and multiple disabilities should include analyses of specific areas of parental involvement, such as readiness to learn Braille, understanding needs related to visual functioning and environmental adaptation, as well as certain personality traits and intergenerational characteristics of parenting.
Comparative Analysis of The Impact of Number and Level of Participation in Extracurricular Activities on The Academic Achievement of Students with Special Needs
Introduction. This research aims to examine the effect of participation and involvement of students with special needs in extracurricular activities on their academic performance in high schools in Makassar. Objectives. The primary objective of this study is to investigate the positive and significant impacts of the number of extracurricular activities and the level of participation in these activities on the academic performance of students with special needs. Methods. This study employs simple and multiple linear regression methods on a sample of 72 students with special needs who are active in extracurricular activities. Results. The results indicate a positive and significant effect of both the number of extracurricular activities participated in and the level of participation in these activities on students’ academic performance. Conclusion. This research concludes that participation and involvement levels in extracurricular activities are important factors that can enhance the academic performance of students with special needs. Based on these findings, it is recommended that schools increase opportunities for participation and facilitate higher levels of involvement in extracurricular activities for students with special needs to maximize their potential for skill development and academic achievement.
Artificial intelligence in the service of voice and speech forensics
Introduction. Artificial intelligence represents the pinnacle of modern technological development. Designed to assist humans in performing tasks that are burdensome or even exceed human capabilities, this computer-based system finds application in various areas of professional and everyday functioning. One of the fields where the resources provided by artificial intelligence can be of particular value is forensic science. Objective. The aim of this paper is to present, through a review of the available literature, the potential applications of artificial intelligence in the context of voice and speech forensics, its limitations, and the potential risks associated with its use in judicial proceedings. Methods. The literature used in this study was obtained by searching accessible databases via remote access, followed by a synthesis of relevant findings. Results. Artificial intelligence is a highly sophisticated technological advancement with the potential to transform various forensic disciplines in the future. Due to the fact that language is one of the most complex social phenomena, as well as the consequences that could arise from analyses whose inner workings are not transparent to expert witnesses, this technology has not yet been included among the officially recognized and accepted methods of voice forensic analysis. Conclusion. Artificial intelligence can contribute to forensic voice and speech examinations. However, given that the lack of transparency of such systems raises fundamental ethical concerns, its application remains, for the time being, limited to operations conducted during the preparatory phase of forensic analysis. Increasing the transparency of AI-based systems, along with ongoing efforts to improve their robustness and accuracy, will help resolve ethical dilemmas and support the acceptance of this technology as legitimate within judicial proceedings.
Touch as part of parent-child communication with a child mechanically ventilated at home – introduction to the issue
A mechanically ventilated child, due to frequent hospitalizations and associated participation in sometimes painful medical procedures, may associate touch negatively. The article’s purpose is to show the place of touch in communication between a parent and a child who is mechanically ventilated at home. It indicates the importance of touch and its role when a child requires medical equipment for everyday functioning and does not use verbal language to communicate with others. Such an experience – a negative touch associated with an adult - can also be transferred to relationships with other people and be used in communication. It can contain elements of aggression and resistance based on the child’s fear of contact. The child’s stay at home will be associated with learning to communicate based on positive touch. It is possible that signals can be introduced to anticipate the activity in which the child will participate. This process will build a sense of security in them, reduce their fear of contact with an adult, and give them a sense of agency.
A bibliometric analysis of autism research in the field of education in Ibero-America: A WOS perspective
Introduction. Education is a key tool for promoting the personal and socioemotional development of individuals with autism. However, to date, no bibliometric analysis has been conducted on this topic in the Ibero-American context. Aim. The purpose of this study was to analyze the annual production of original articles, productive journals, funding agencies, authors, research trends, and the most influential articles in the field of education and autism. Method. The WoS database (Education & Educational Research, Psychology Educational, Education Special, Education Scientific Disciplines) was used, and a total of 352 documents were analyzed. Results. The results showed a growing trend in annual publications. Elsevier, Spain, the funding agency Spanish Government, author Lorenzo G, the journal Research in Autism Spectrum Disorders, and Spanish and Brazilian universities were the most productive contributors. The main research trends focused on educational intervention, special and/or inclusive education, intellectual disability, and technology. Conclusion. This work reflects a significant increase in scientific production in Ibero-America in the field of education and autism, which is evident in research topics related to various socialization areas such as school, technology, and family. However, further research and evidence collection in this direction are still needed, particularly in Latin American countries that are in the process of development.
Informisanost logopeda sa područja Crne Gore o asistivnoj tehnologiji za decu sa poremećajima verbalne komunikacije
Introduction. Assistive technology includes tools and devices that can be used in their original, modified, or adapted form. The use of assistive technology in children with verbal communication disorders enables effective establishment of social interaction, expression of needs and desires, as well as increasing independence, self-esteem, and productivity. Aim. The aim of this research was to assess the level of awareness of speech and language therapists employed in the territory of the Republic of Montenegro about assistive technology for children with verbal communication disorders. Also, the study aimed to determine which sociodemographic variables influence the respondents' estimated level of information. Methods. Forty-eight speech therapists employed in the Republic of Montenegro participated in the research. The research used an online questionnaire that was specifically designed for the purpose of this research. Results. The results showed that the respondents believed that they were informed about assistive technology for children with verbal communication disorders (M = 4.03, SD = 0.46). The analysis of the results showed that the respondents' gender and the length of service were not statistically significantly related to the estimated level of awareness. The obtained data indicate that 27.10% of respondents do not use any device in the treatment of children with verbal communication disorders. The Cboard application is most often used in speech and language treatment. The results showed that speech and language therapists lack knowledge about high-assistive technology, as well as training in its use. Conclusion. The training of speech and language therapists should focus on the application of assistive technology in the treatment of children with verbal communication disorders, developing a team approach and international cooperation, as well as providing information on institutions that offer technological assistance to users.
Epidemiological review of the association between maternal metabolic syndrome and obesity and neurodevelopmental disorders in children
Introduction. Maternal metabolic syndrome is becoming increasingly recognized as a significant factor that can affect the health and development of children. Aim. This study investigates how MetS during pregnancy can increase the risk of obesity and neurodevelopmental disorders in children. Method. By reviewing various studies and recent data, we found that high blood sugar levels, insulin resistance, and chronic inflammation during pregnancy can lead to the stated issues. Results. This review paper indicates that addressing metabolic health in pregnant women early on can greatly reduce these risks and improve long-term health outcomes for their children. Conclusion. This study emphasizes the importance of comprehensive prenatal care that focuses on metabolic health to help prevent childhood obesity and neurodevelopmental disorders.
Effects of Accuracy Training for Individuals with Various Disabilities in Inclusive Game Baskin
Introduction. Numerous studies have indicated the positive effects of adapted sports programs on enhancing the sports skills of individuals with multiple forms of disabilities. Aim. The aim of this research was to examine the extent of changes over four time series in the aspect of accuracy in the inclusive sport of Baskin for individuals with physical and intellectual disabilities. Methods. Nine participants, four with motor disabilities and five with intellectual disabilities, with an average age of (28.92 ± 11.02), took part in this study. An accuracy assessment test was conducted from three positions from which players in the role of 2 can shoot in situational Baskin play. Results. No significant effect of the interaction between time and type of disability was found (Wilks' lambda =.92), p=.93, F (3.5) = .14, partial eta squared = 0.08). The separate effect of the two types of disabilities was not significant (F (1. 7) = 1.304, p=.29, partial eta squared =.157), from which it can be concluded that there was no significant improvement either in the group of participants with intellectual disabilities or in the group of participants with motor disabilities. Conclusions. The results indicated that there were no statistically significant differences between the four measurements, nor were there statistically significant improvements between the groups of participants.
Comparison of indirect and descriptive methods of functional behaviour assessment in adults with intellectual disability
Introduction. Adults with intellectual disability exhibit challenging behavior more frequently than the population with typical development. Functional behavior assessment is an effective and scientifically-based way of reducing individual challenging behavior. Two types of methods are used in the functional behavior assessment process: indirect and descriptive. Aim. The purpose of this research was to examine the consistency between the results obtained using both methods. Methods. A multiple case study included three adults with moderate intellectual disability. Two people were 18 years old and one person was 19 years old. All three people showed different forms of challenging behavior. Data was collected using indirect and descriptive methods. We compared the findings of the function of the challenging behavior using both methods. Although three participants were included in the study, we collected data related to the function of behavior for four different forms of challenging behavior. Results. In the case of the first participant, the same function of problematic behavior, ʼdisobeying the rulesʼ, was determined by using both methods of functional behavior assessment, which was ʼgetting attentionʼ. In the case of the second participant, only one form of problematic behavior, ʼtalking to oneselfʼ, obtained the same function of problematic behavior, which was ʼgetting attentionʼ, while another form of problematic behavior, ʼrepeating the same phrasesʼ, obtained a different function. In the case of the third participant, different results were obtained for problematic behavior ʼnon-cooperationʼ. Conclusion. The research showed that data related to the function of challenging behavior were consistent only in two cases (50%). Considering the obtained results, the results about the function of problematic behavior obtained using only one method of functional assessment of behavior should be interpreted with caution.
Razvojni status dece i poverenje roditelja u vaspitače u inkluzivnom vrtiću
Introduction. Trust forms the foundation of a good partnership between parents and educators and is associated with a range of positive outcomes, not only for the child but also for the parents and professionals. Objective. The aim of this study is to determine the level of parental trust in educators in an inclusive preschool environment, as well as the differences in the level of trust based on the child’s developmental status. Method. The sample included a total of 433 parents of children attending inclusive preschool institutions. Parents of children with various developmental disabilities made up 37.2% of the total sample. Parental trust in educators was assessed using the Trust Scale. Results. The results indicate that parents of children with various developmental disabilities have a lower level of trust in educators compared to parents of children without difficulties, though this difference is not statistically significant. A significantly lower level of trust was recorded among parents of children with multiple developmental disabilities (p ≤ .001). A more detailed analysis revealed that the level of trust among parents of children with sensory impairments and emotional and behavioral problems was comparable to the trust levels of parents of children without disability, while other groups of parents of children with developmental disabilities showed a high percentage of low trust in the areas of communication with educators and support for their child’s development. Conclusion. These preliminary results suggest that educators should be adequately trained and sensitized to recognize and respond to the various needs of children with disabilities and their parents, as well as to foster open and constructive communication with parents.
Masaža beba sa oštećenjem vida kao program rane intervencije usmerene na porodicu
The data indicate a constant increase in the number of children born and living with some form of visual impairment, which demands continuous professional work on designing special treatments, procedures, and practices that improve the quality of their lives and functioning. Families that have a child with developmental difficulties or a chronic illness face an extraordinary amount of anxiety, stress, and challenges throughout their lives. The realization that the child will need additional support, and that they may be forever different from other children of the same age, puts the family in front of a series of unexpected, difficult tasks. Visual impairment is such a situation. This paper will present theoretical considerations on infant massage as a support program that may be of particular importance in the population of visually impaired babies and discuss whether this programme could be recognized as a family-oriented early intervention. The review of available literature was conducted by searching electronic databases available through the KOBSON service, as well as Google Scholar and ResearchGate services. The literature review revealed that the development of the early intervention system in Serbia could focus on identifying local strengths and opportunities in creating services for children in our country. The issue of investing in new, non-institutional programs intended for families with babies and small children is being raised.
Reaching deaf and hard-of-hearing people in audiovisual research
Introduction. In many scientific domains, researchers encounter difficulties in recruiting subjects, respondents, or participants for interviews, surveys, or experiments, particularly when targeting hard-to-reach populations. Selecting appropriate recruitment methods is crucial for ensuring a representative sample, which enhances the validity and reliability of the research findings. Researchers have to consider ways of finding and inviting participants, communicating with them, motivating them to contribute to research, ensuring their anonymity (if necessary) and data security, navigating ethical concerns, considering compensation for participation, and much more. In the audiovisual domain, recruiting deaf and hard-of-hearing participants poses additional challenges due to communication barriers. Difficulties in recruiting such participants could potentially result in the underrepresentation of deaf and hard-of-hearing individuals in research. Objectives. This paper, through a systematic review of existing studies, aims to investigate diverse methods and challenges associated with recruiting deaf and hard of-hearing participants in audiovisual research. Methods. A systematic review was performed following the PRISMA framework to gather information from reliable open access sources (n = 49) over the ten-year period from 2013 to 2023. Results. The analysis offers insights into the authorship, geographical distribution, participant demographics, and methods used to recruit deaf and hard-of-hearing participants. Conclusion. The two most effective recruitment methods for deaf and hard-of-hearing participants include collaboration with the deaf and hard-of-hearing associations and inviting participants through social media. Implementing a well-planned strategy is essential to ensure successful recruitment of participants.