Journal of Special Education and Rehabilitation

25-32

Authors: Natasha M. CHICHEVSKA-JOVANOVA, Daniela B. DIMITROVA-RADOJICHIKJ

The primary goal of this empirical research was to determinate how much has current education helped special educators and rehabilitators in forming separate competences, and if those competencies correspond to the desired ones, which are necessary for the work of the special educators and rehabilitators. The results have shown that one type of the competences in the program had been neglected up to now. Therefore, it is necessary for this fact to be taken into consideration when designing the new study programs.

49-62

Authors: Vesna KOSTIKJ-IVANOVIKJ

Large number of children with intellectual disabilities encounters behavioral problems or show disharmonic behavior within the family, at school and in the community. Researches show that 30-50% of persons with intellectual disabilities have some behavioral problems. The behavior of children with intellectual disabilities depends on many factors: age of the child, level of intellectual disability, cognitive potentials, level of psycho-physical development, differentiation of emotions, communicative skills, social status and conditions of the environment (in the family and the wider community) where the child lives. The influence of some of these factors has been analyzed by this research. There are many ins truments (questionnaires, scales) that evaluate behavior of persons with intellectual disabilities, and reveal problems that these persons have in their psychosocial development and social life. This research used the AAMD Adaptive behavior Scale (part II) and Scale for evaluating behavior of the child in school by authors Bojanin, Savanovikj.

73-83

Authors: Zoran Kitkanj

The aim of this paper is to present, from penological aspect, the involvement and structure of recidivism at minors with mental deficiency within the whole area of juvenile criminality in Macedonia. The research covers 62 subjects who pay the penalty in juvenile penitentiary or institutional measure directing to correctional institution for minors. Of the total number of minors who hold one of the above-mentioned sanctions, minors with lower average IQ are presented with 56.4%. The shown involvement is in penological terms (refers to minors who hold institutional measure correctional institution for minors or penalty - juvenile penitentiary) which does not mean that this category of juvenile delinquents participate in such percent in the total number of reported, accused and convicted minors. According to the research results it can be concluded that falling behind in intellectual development is an indicator for delinquent behavior but in no case it can be crucial or the most important factor for criminality. Of the total number of juvenile delinquents with intellectual deficit, 80% are repeat offenders in criminal legal sense. It is of great concern that 56% of the under average juvenile delinquents defied the law for the first time before the age of 14 years that is as children.

99-101

Authors: Olivera RASHIKJ

Considering April 2nd as the World Autism Day, the association Autism-Europe promoted its activities that had been realised during the previous period, primarily assessing the needs of persons with autism in the field of health care, education and employment. Guided by the fact that such needs are not sufficiently taken into account, as well as daily violations of human rights against people with autism across EU countries, Autism-Europe particularly recommends the 10 following measures: 1. Improving the existing indicators on specific health care services in order to be able to measure the proportion of persons with autism or a complex dependency needs disability benefiting from adequate rehabilitation programmes. 2. Reinforcing the initial and continuous training of health professionals on the internationally accepted diagnostic systems and evidence based treatments and ensuring an appropriate training of professionals in charge of the education of persons with autism. 3. Ensuring a partnership between parents and professionals in order to determine appropriate educational or other programmes. 4. Ensuring equal enrolment and access for all to the education systems, and ensuring equal opportunities to develop individual potential in every kind and level of education, regardless of the nature or severity of disability. 5. Integrating the specific behavioural and communication features and needs of persons with autism or a complex dependency needs disability into the standard education systems by means of the continuous training of parents and professionals. 6. Reinforcing life-long education and training of persons with autism. 7. Strengthening and adapting support at the workplace to the needs of persons with autism. 8. Having an environment that fosters communication and is adapted to the problems of behaviour faced by persons with autism. 9. Choosing a way of living either at home or in a residential setting with adequate support from health and education services. 10. Having access to a good quality of life in terms of physical, emotional, social and material well-being.

105-108

Authors: Aleksandra KAROVSKA

The master thesis is presented on 167 pages. The paper consists of the following parts: introduction, theoretical approach towards the research problem, research methodology, analyses and interpretation of the results, conclusions with recommendations, bibliography and supplements. The introduction emphasizes the necessity of conducting a longitudinal study in order to describe the life and events of a child with a cochlear implant within the inclusive classroom. The main aim of the master thesis is to determine the social implications of impairment and the individual differences in the teachers’ approaches regarding the abilities of the examinee.