Social distance is operationalized as the willingness of respondents of the general population to engage in direct, immediate, reciprocal social interactions with persons of another group and to ...achieve a degree of closeness through these interactions. The aim of this study was to examine the willingness of students with typical development to accept a certain type of social relations with peers with disabilities in inclusive education, as well as the association of gender and age differences in social distance with the type of disability. A modified Bogardus social distance scale was used for research purposes. The sample consisted of students with typical development sand their peers with disabilities (N-398), aged from 7 to 15 years of age who attend inclusive primary schools on the territory of the Republic of Serbia. The results of the study showed that students with typical development do not generally reject social contacts with their peers with disabilities, as shown by the overall lower social distance, but social distance grew in areas of emotional and physical closeness. Students expressed the highest social distance toward peers with autism, while the lowest social distance was manifested towards peers with sensory impairments. Gender and age differences were confirmed. The girls expressed lower social distance, as did the students of higher school age (from 11 to 15 years of age).
Celotno besedilo
Dostopno za:
BFBNIB, DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
The paper presents research findings that emphasize the importance of collaborative learning as an effective approach to learning for deaf and hard of hearing students, as opposed to traditional. ...This educational approach illustrates how shared learning experiences can promote socialization and interaction, and facilitate learning and contribute to the quality of knowledge. Thus, collaborative learning is a modern strategy that contributes to alleviating the lack of traditional teaching in different types of the school environment. This research aims to experimentally determine the effects of cooperative learning in relation to traditional learning about the permanence of knowledge of deaf and hard of hearing students. The study sample consisted of 49 deaf and hard of hearing students aged 12 to 15 years. Specially designed knowledge tests for this research were used for data collection. The results showed that there is a statistically significant difference in the durability of knowledge of deaf and hard of hearing students acquired after the conducted experimental program, and the retest was conducted after six months.
Throughout history, the phenomenon of hearing impairment has been the subject of interest of altruists, philosophers, doctors, priests, teachers and pedagogues. Today, this phenomenon is approached ...from a multidisciplinary aspect: medical, special education, sociological, pedagogical, psychological, linguistic, cultural and technological, all off which have the communication of deaf and hard of hearing people as a thing in common. Different approaches in building communication systems for deaf have led to three basic groups of methods: nonverbal, oral and combined. This paper will present an analysis of the development and application of the oral method, which at a certain point in time played a significant role in the process of education and rehabilitation of the deaf, with special emphasis on methods of demutation, ie speech and language construction in the deaf.
Abstract
Hearing loss is a risk factor for a child’s appropriate psychosocial development but is not a risk factor for the development of resiliency. Thus, the aim of this research was to determine ...the level of resiliency, as well as its relation to internal and external factors, in deaf and hard-of-hearing (DHH) adolescents. The sample included 55 DHH students, 12–14 years of age. Resiliency Scales for Children & Adolescents was used in this research. The obtained results showed that DHH students perceived their resiliency in the average range, except in subscales: Self-efficacy (within Sense of Mastery Scale), Social Support (within Sense of Relatedness Scale), Impairment (within Emotional Reactivity Scale) in which the results were within a higher range, and Recovery (within Emotional Reactivity Scale) in which the results were in a lower range.
Caption technology for deaf and hard of hearing translates the same spoken language into written language, including not only a textual recording of speech but also a description of background ...sounds. The literature states that the effects of captioned audio-visual content are conditioned by the level and speed of reading and that the understanding of the captioned material depends on the complexity of the text as well. The central question regarding captioning for deaf and hard of hearing is whether to literally translate audio recordings or to adapt them. While the deaf prefer the first option, research findings show that comprehension is greater if the text is simplified. The aim of the research was to determine the contribution of captioning to the understanding of audio-visual content among deaf and hard of hearing pupils of different levels of education by reviewing recent literature in this field. Papers related to the contribution of captioning to the understanding of content in deaf and hard of hearing pupils were primarily searched through the Google Scholar database in order to narrow the research to journals with the largest number of papers on this topic: American Annals of Deaf, Brain Sciences, Deafness & Educational International, Journal of Deaf Studies and Deaf Education, Philosophy and Practice, The Journal of Specialized Translation Library. Ten papers that met the selection criteria were analyzed, with the largest number of papers focusing on primary school pupils. A statistically significant advantage in understanding captions with custom translation was found in one analyzed study, while the results of the other authors were statistically significant only in the domain of vocabulary, in the effects of captions vs. audio-visual content and in the effects of captions vs. sign language translation. The use of captioned material in the implementation of curriculum of many school subjects would provide important information that could improve the quality of teaching for deaf and hard of hearing pupils whether they attend inclusive or residential schools.
The role of schools for the education of students with disabilities is associated with the context of inclusive education in different ways. On the one hand, they are accepted as institutions that, ...in their full capacity, can and should support education and social inclusion, while another approach considers that further existence of these schools is a reflection of the lack of the inclusion process. The aim of this paper is to determine the role of these schools and the changes that have occurred in their work since 2009, when inclusive education was introduced into the Serbian educational system. The sample covered all 48 schools for the education of students with disabilities on the territory of the Republic of Serbia. For the needs of the research, a questionnaire for collecting data from these schools was prepared at the Institute for the Improvement of Education. The results showed that the network of these institutions has not changed, but that users have changed at all levels of education, since these schools now educate children with several types of disabilities. The number of defectologists is higher in Belgrade and Vojvodina than in the rest of Serbia, (p <0,05), while the number of defectologists, who only provide support to other schools, is the largest in Vojvodina, (p <0,05). Student achievement indicators show that 56,95% of pupils adopt elementary educational achievements and life skills useful in everyday activities. The inclusion of pre-school children is higher in Vojvodina (M = 6,83) and Belgrade (M = 6,71), compared to the rest of Serbia (M = 3,37). Horizontal movements show that the transition of pupils from regular to special school is 8.4 times more frequent than in the period before the inclusion law. Further research directions in this area could include the implementation of several different ways of assessing the approach that underpins early childhood development for their easier access to kindergartens and primary schools, as well as the examination of circumstances that would increase transition from special to regular schools.
Children with disability deserve equal access to quality education which enable them develop into useful member of the society and contribute to the economic growth of their immediate community ...irrespective of their areas of special needs. The Individual Education Plan (IEP) is a written document specifically developed for students with disabilities in inclusive education. The main goal of this article is to present a checklist of the essential elements required for an IEP and it is intended that these will form the basis for good inclusive practicein the future. The IEP is a working document and should be useful, available and comprehensible to all those dealing directly with the student. It needs to be considered in the context of home, school and classroom organisation.Effective individual education plans have key characteristics: Individualised and child-centred, Inclusive, Holistic, Collaborative and Accessible.
The formation of an educated and a successful personality depends on a number of pedagogical, sociological and social factors. In the process of socialization and education, both contemporary school ...system and family share responsibility and make an important role in the success, not only of individuals, but of society as a whole. The influence of the family environment on achievement can be seen from different aspects. The aim of the research was to examine the connection between achievement of deaf and hard-of-hearing students and factors of the family environment seen through their socioeconomic status. The survey sample comprised 59 parents of deaf and hard-of-hearing children attending the school for deaf and hard-of-hearing students in the territory of the Republic of Serbia. In the process of relevant literature research and determining the theoretical facts relevant for the research problem, the method of theoretical analysis and synthesis was used. In relation to research techniques, survey and content analysis were used. Family questionnaire was used to analyze the link between the socioeconomic status of families and achievement of deaf and hard-of-hearing students. The results have shown that there was no correlation between the socioeconomic status of the families and the school achievements of deaf and hard-of-hearing students.
► Inclusive education is established in Serbia in past ten years. ► Society is not prepared for adequate realization of inclusive education yet. ► 500 teachers were tested about their attitudes ...toward the pupils with special needs. ► Pupils with special needs are still marginalized in governmental system of education.
This descriptive study finds out the problems most frequently facing the children with special needs in regular schooling. The sample included 500 teachers in elementary schools from Serbia. The results point out the problems in inclusive education. Most educational problems occur in relations and communications with their peers in typical population and teachers. Teachers are ready to support inclusive education by including the experts in special education and rehabilitation in schools for typical population. The study point up the empirical experience in last ten years from the beginning of inclusive education in Serbia.
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