Peer interaction of children with ADHD is often burdened by failure that is reflected in the low acceptance of these children by their peers, a very limited number of friends, low quality friendships ...and a higher incidence of involvement in bullying. In order to better understand the social interactions in this population, this paper presents the contemporary knowledge about the characteristics of the behaviour of children and adolescents with ADHD, which include distracting / inappropriate social behaviour, communication features, socio-cognitive difficulties and deficits in social problems solving and emotional dysregulation. Recent findings on predictors of peer acceptance of children with ADHD are creating new possibilities for action. Special attention was paid to the issue of bullying. The paper presents current concepts of knowledge in the context of typical children and young people, children and youth with disabilities and with ADHD. Compared to typical children, those with disabilities are frequently involved in bullying and are highly represented in the population of victims. Studies show that ADHD symptoms and bullying are significantly related. The conducted research clearly points to the increasing prevalence of children with ADHD among the victims of bullying, but also among the perpetrators, and provocative victims compared with typical peers. This paper seeks to highlight the importance of the research of peer interaction of children and youth with ADHD and provide a boost to such research, with particular emphasis on bullying. The paper gives some guidelines for the design and implementation of prevention and intervention programs tailored to the population of children with ADHD. Adapted from the source document.
The aim of the study was to explore Croatian and Polish teachers’ opinions on quality of inclusive education. A sample of 173 teachers from Poland and 139 from Croatia completed the Scale on Quality ...Indicators for Inclusion – for Teachers. In general, teachers reported positive assessments of inclusion quality. Respondents from both countries gave highest ratings on the subscale Support monitoring and evaluation, while the lowest ratings were given on the subscale Teaching assistant support by Polish participants and on the subscale Resources for inclusive education by the Croatian sample. Poland teachers gave higher ratings than Croatian teachers on all the subscales except Teaching assistant support. The discussion makes an attempt to present how two different societal contexts shape the development and implementation of inclusion.
Inclusion of children with disabilities into the regular education system has undoubtedly increased the number of social interactions between children with and without disability. However, most ...previous research suggests a low acceptance of children with disabilities in the peer environment. Lower levels of social acceptance can affect the development of friendship as the most important relationship with peers. This paper summarizes the results of the research of positive peer interactions of children with disabilities, acceptance and friendship with typical children as well as with children who also have disabilities. Children with disabilities, unlike typical peers, often experience greater difficulty in creating and maintaining friendships. Delayed development of motor, perceptual, cognitive, language, communication and / or social skills is likely to contribute to the difficulties of children with disabilities in creating lasting friendships. This paper provides an overview of scientific knowledge about the effectiveness of the researched strategies for social acceptance, development and maintenance of friendship. . Adapted from the source document.
In last two decades family quality of life studies were oriented to families with disabilities. International teams of experts created measuring tools for this field. The aim of this study is to ...investigate quality of life in families with disabilities with focus on correlation of values, interaction with community and family quality of life. The Family Quality of Life Survey (Brown et al., 2006), translated on Croatian language (Žic-Ralić, 2011) was used. In this paper results on one domain of family quality of life will be shown. That domain is about values and results show its influence on family quality of life. The sample consisted of 51 parents of school age children with disabilities, who live in their own families and attend special education system in Zagreb, Osijek and Varaždin. Results show that there is statistically significant correlation between some dimensions of “Value” domain and overall quality of life and satisfaction with quality of life of family with children with disabilities. Furthermore, there is statistically significant correlation between level in which community accept child’s disability and support families in coping with problems and overall quality of life of family with children with Down syndrome. Results also show differences in correlation between values, interaction with community and overall quality of life of family depending of child’s type of disability.
The ADHD symptoms put the children suffering from this disorder at a higher risk of being a victim of bulling as well as of behaving aggressively towards peers. Objectives: This study is conducted in ...order to identify the frequency of specific forms of victimization and bullying in children with ADHD, and to determine if there is any correlation between victimization and bullying, and between different forms of bullying in children with ADHD. Methods: Bullying was tested on a sample of 72 first-through-eighth graders with ADHD diagnosis by means of the School Bullying Questionnaire (UŠN-2003) designed in line with the Olweus Bully/Victim Questionnaire. Results: The results indicate a statistically significant correlation between being a victim and being a perpetrator of bullying. The study also shows statistically significant correlations between specific forms of bullying. Conclusion: The results of this study provide guidelines for further studies and prevention/ intervention programs concerning bullying which involves children with ADHD.
Inclusion of children with disabilities into the regular education system has undoubtedly increased the number of social interactions between children with and without disability. However, most ...previous research suggests a low acceptance of children with disabilities in the peer environment. Lower levels of social acceptance can affect the development of friendship as the most important relationship with peers. This paper summarizes the results of the research of positive peer interactions of children with disabilities, acceptance and friendship with typical children as well as with children who also have disabilities. Children with disabilities, unlike typical peers, often experience greater difficulty in creating and maintaining friendships. Delayed development of motor, perceptual, cognitive, language, communication and / or social skills is likely to contribute to the difficulties of children with disabilities in creating lasting friendships. This paper provides an overview of scientific knowledge about the effectiveness of the researched strategies for social acceptance, development and maintenance of friendship. PUBLICATION ABSTRACT Reprinted by permission of Drustvena Istrazivanja
This study aims to gain insight into the teachers' reflections on the integration of children with disabilities, their perceived and encountered professional challenges and barriers. The study ...included 39 classroom and subject teachers from the Varazdin County. Interviews as research method were used for collecting data. The interviews were recorded, the materials were then transcribed, and qualitative data analysis was made. Teachers expressed general support for the integration process of students with disabilities into regular primary schools, but it is evident how differently they cope with professional challenges. They mostly considered integration as positive and good for students with disabilities and their peers. However, it is clear that their opinion on the integration depends on affect and type of difficulties students with disabilities do have and on number of students in the classes, which results in the inability of sanctification to students with disabilities in their work. The most significant barriers from teachers' perspective are: their willingness to work with students with special needs, motivations, attitudes and lack of education; cooperation with parents; acceptance from peers; type of disability; deficit of professional support staff; relations with teaching assistants; sensitization of society; physical obstacles and conditions in teaching process. By raising awareness about barriers that exist in the work of teachers, taking into account their perspective, clear guidelines to ensure quality support for teachers in their work, as well as for the entire process of including children with disabilities in regular schools are given.
It is known that the variation in motor development in persons with intellectual disabilities is partly due to a lack of insufficient biological conditions, as well as undue influence and lack of ...stimulation of motor activity by the environment. Fostering the acquisition and development of motor skills and abilities in adults with intellectual disabilities can be accomplished in a meaningful and creative leisure activity. One such activity is the oriental dance, for adults with intellectual disabilities may have a psycho-social function in the deconstruction of the excessive energy, training and further development of abilities and skills, increasing motivation for activity, rest and relaxation. This paper presents the application of oriental dance with adults with intellectual disabilities. Seven adults with intellectual disabilities have chosen oriental dance as a leisure activity. Dance workshops were carried out three times a week for three months. A total of 48 dance workshops were held. The program was structured in a way that people with intellectual disabilities could: express personal preferences, make independent decisions, raise the awareness of his own body, to adopt and practice the skills of oriental dance, achieve better mobility, coordination, posture, lateralization and spatial orientation. All users of the program persisted to participate until the end of its implementation. All seven participants have expressed positive experiences during and after the belly dancing program. Adopted new skills, as well as reducing body weight resulted in a sense of pride that users express at the end of the program. Oriental dance program proved to be a suitable leisure activity of these persons with disabilities because suits their interests and abilities. Keywords: adults with intellectual disabilities, leisure, oriental dance Poznato je daje odstupanje u motorickom razvoju kod osoba s intelektualnim teskocama uzrokovano nedostatnim bioloskim uvjetima, ali i neprimjerenim utjecajem i nedovoljnoj stimulaciji motorickih aktivnosti od strane okoline. Poticanje stjecanja i usavrsavanja motorickih vjestina i sposobnosti kod odraslih osoba s intelektualnim teskocama moze se ostvariti u osmisljenim i kreativnim aktivnostima slobodnog vremena. Jedna od takvih aktivnosti je orijentalni ples, koji za odrasle osobe s intelektualnim teskocama moze imati psiho-socijalnu funkciju u razgradivanju prekomjerne energije, uvjezbavanju i nadopunjavanju sposobnosti i vjestina, povecanju motivacije za aktivnost, odmoru i opustanju. Rad prikazuje primjenu programa orijentalnog plesa s odraslim osobama s intelektualnim teskocama. Sedam odraslih osoba s intelektualnim teskocama odabrale su orijentalni ples kao aktivnost slobodnog vremena. Plesne radionice odvijale su se tri puta tjedno tijekom tri mjeseca. Ukupno je odrzano 48 radionica. Program je bio strukturiran na nacin da su osobe s intelektualnim teskocama mogle: izraziti osobne sklonosti, donositi nezavisne odluke, osvijestiti vlastito tijelo, usvojiti i prakticirati vjestine orijentalnogplesa, postici boljupokretljivost, koordinaciju, drzanje tijela, lateralizaciju iprostornu orijentaciju. Nitko od korisnika programa nije odustao tijekom njegovog provodenja. Svih sedam polaznika izrazavali su pozitivna iskustva tijekom i po zavrsetku programa orijenatalnog plesa. Novo usvojene vjestine, kao i smanjenje tjelesne tezine rezultirali su osjecajem ponosa koji korisnici izrazavaju. Program orijentalnog plesa pokazao se kao primjerena slobodna aktivnost ovih osoba s intelektualnim teskocama buduci odgovara njihovim interesima i mogucnostima. Kljucne rijeci: odrasle osobe s intelektualnim teskocama, slobodno vrijeme, orijentalniples
Marina LJUBAS Osnovna skola kneza Mislava, Kastel Sucurac UDK: 376-056.34:177.63 316.613.42-053.2-056.34 364.264-053.2:177.63 Pregledni rad Primljeno: 24. 5. 2013 Inkluzija djece s teskocama u ...redovit sustav odgoja i obrazovanja svakako je povecala broj socijalnih interakcija izmedu djece s teskocama i bez teskoca u razvoju. Medutim, vecina dosadasnjih istrazivanja upucuje na nisku prihvacenost djece s teskocama u razvoju u vrsnjackom okruzenju. Niza razina socijalne prihvacenosti moze utjecati na razvoj prijateljstva kao najvaznijeg odnosa s vrsnjacima. Ovaj rad daje pregled istrazivanja prirode pozitivnih vrsnjackih interakcija djece s teskocama u razvoju, odnosno prihvacanja i prijateljstva s djecom tipicnoga razvoja kao i s djecom koja takoder imaju poteskoce u razvoju. Djeca s teskocama u razvoju, za razliku od tipicnih vrsnjaka, cesto dozivljavaju vece poteskoce u stvaranju i odrzavanju prijateljstva. Odgoden razvoj motorickih, percepcijskih, kognitivnih, jezicnih, komunikacijskih i/ili socijalnih vjestina vjerojatno pridonosi poteskocama djece s teskocama u razvoju u stvaranju trajnih prijateljstava. Rad nudi i pregled znanstvenih spoznaja o ucinkovitosti istrazivanih strategija u cilju socijalne prihvacenosti i poticanja razvoja te odrzavanja prijateljstva. Kljucne rijeci: djeca s teskocama u razvoju, socijalna prihvacenost, prijateljstvo, vrsnjaci
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