European Researcher. Series A

9-13

Authors: Sribas Goswami

Trafficking of women and girls is a gross violation of human rights of human rights, which needs to be addressed. Trafficking assaults human dignity, flagrantly violates fundamental human rights, erodes consciences, thus fomenting corruption. It is also called modern-day slavery, whereby the victim him/herself “accepts” his/her situation due to the lack of substantial choices and ways out of poverty. Key social determinants that facilitate selling of the women’s and girls and their exploitation include poverty, female gender, lack of policy and enforcement, age, migration, displacement and ethnicity, culture, ignorance of trafficking methods, and caste status. Therefore the need of the hour is a serious reflection on the social, ethical, and religious implications of this inhuman issue. The State’s responsibilities to these challenges and how to make use of its various resources for combating trafficking is a serious concern of this research. Therefore this paper also investigates the proximate explanatory factors behind modern-day slavery and issue of the region and will serve as a tool in bridging the gap and shaping the future of the women and children of this reign. Since the issue of human trafficking in Jharkhand is a wide phenomenon, the research is exclusively focusing on cause of trafficking of the adivasi (tribal) women and girls of Sahibganj district, Jharkhand. This research is concentrated on two blocks of Sahibganj district of Jharkhand.

24-33

Authors: Petra Kurková, Dagmar Nemček, Elena Bendíková

The study deals with curricular transformation from the perspective of the trends in the education of pupils who are deaf or hard of hearing in Czech Republic after 1993. It compares educational approaches in primary education with an emphasis on regular and special education of pupils who are deaf or hard of hearing. After the adoption of the Education Act in 2004, the number of pupils in schools for the deaf or hard of hearing started to gradually decline and there have been demographic changes as to how and where pupils who are deaf or hard of hearing receive their education. Effective from September 2016, the amendment to the Education Act brought new education opportunities for pupils who are deaf or hard of hearing, which respect their language and cultural differences. However, all these changes – including support measures – may not affect the successful integration of a pupil who is deaf or hard of hearing. The degree of disability of the pupil being integrated and the system of measures to support the individual’s special needs in more challenging conditions also play an important role. The on-going curricular reform provides teachers with an opportunity to modify and expand the curriculum to support the development of pupils who are deaf or hard of hearing together with their peers and to form a solid foundation for their future lives.

42-49

Authors: Amina Osmanović, Ceylani Akay

In this paper, we have tried to reach an understanding on social adaptability of gifted students in the educational context which has not been adapted to the specific needs of a gifted child. The sample consisted of 43 gifted fourth grade students and their peers (in total: 469 students). The first research question examined the differences in the level of social skills development of sampled gifted students measured by the seven scaled Social Skills Self-Assessment Tool. The results showed that the best scores were achived on the scales of Social and Emotional Sensitivity and Expressiveness. Gifted students underscored the scale of Social Manipulation. The second research question examined the differences in the sociometric position of gifted students. By analyzing the data of the sociogram, we have realised that only 10 (23.25 %) of the 43 gifted students belong to a group of popular children or "stars". Obtained results proved significant differences in the sociometric position of fourth grade gifted students in the classroom. Measurement of social adaptability in a group of gifted students did not reveal that gifted people demonstrate high levels of social competence. Consequently, results presented that only 8 (18.6 %) of the 43 gifted students belong to a group of individuals that are socially adapted: high level of social skills combined with high sociometric position.